Region 13 Survey and Focus Group Data Files

ONLINE SURVEY AND FOCUS GROUP DATA FILES Regional School District 13 Superintendent Search - 2013 Community Assessment
Report
Reviewed and Accepted by the RSD13 Superintendent Search Committee (Board of Education)
facilitated by: Dr. H. Kaye Griffin, Lead Executive Consultant C.E.S Executive Search Services Trumbull, CT
September 2013
C.E.S. Executive Search Services
RSD13 Superintendent Search
September 2013
Online Survey: Methodology and Raw Data

METHODOLOGY
The Cooperative Educational Services (C.E.S.) Executive Search Services consultant, with the assistance of the RSD13 technology staff, conducted an online survey made available on the district website from August 26 through September 6, 2013. All members of the RSD13 community and the extended community were invited to participate in the online survey via the following announcement/invitations: a news release in local papers, notifications posted on the district website, and through broadcast email messages to school staff and parents. The online survey was developed by the search consulting firm and resided on the C.E.S. server at the Trumbull, CT office; therefore, participants were directed to access a special "link" on the school district's website homepage that would link them with the survey instrument at an offsite location. All data collected from the online survey was compiled and is included in this section of the Community Assessment Report on the following pages. The online survey required the participants to respond to the following questions: Online Survey Questions
1. 2. 3. 4. 5. 6. Tell us about yourself - select all that apply. (demographics) In your opinion, what prior professional job experiences should the next superintendent of the RSD13 have? Select the three (3) most important to you. What kind of educational background would you prefer to see in the new superintendent? Select the one (1) that is most important to you. What specific school improvement achievement record do you believe the new superintendent should possess? Select the three (3) most important to you. Given your knowledge of the current needs of the RSD13, what specific administrative skills do you think the new superintendent should possess? Select the five (5) that you think are the most important. What personal characteristics and attributes best describe your idea of an effective superintendent? Identify all characteristics / attributes important to you. (For example: good communicator, intelligent, approachable, etc.) Going forward over the next five (5) years, what do you think are the most important issues and challenges facing RSD13?
7.
The C.E.S. consultant (Dr. H. Kaye Griffin) and her assistant (Sarah Saunders) compiled the data generated through the online survey following the survey expiration date. Thus, the responses to the survey represent the thoughts, ideas, and comments of only those persons in the school and extended community who voluntarily chose to respond to the online survey during the data collection window which was August 26 - September 6 at 4:00 pm. In regard to the open-ended response questions included in the survey, C.E.S. policy prohibits publication of any comment that could be interpreted as an endorsement of a candidate for the position of superintendent, an personal opinion specific to the current or past superintendent, or a comment, negative or positive, that focuses on any one person (names the person) in the school community. Such comments are redacted from the published report for legal purposes.
September 2013
Demographics of Online Survey Respondents

Survey respondents were asked to identify all categories that described their own demographic(s) from a list of possible choices. Therefore, the overall count of demographic descriptors included in the demographic tally on the chart below, which was three hundred and seventeen (317), is greater than the total number of unique survey respondents who took the survey which was two hundred and thirtyfour (234). The data included in the chart below provides an analysis of the pool of people who chose to take the online survey. Additionally, the percentage of the total pool of respondents taking the survey has been calculated to demonstrate how the different categories contributed to the total pool (100%) of the respondents.
Ranked Responses to Question #1:

Tell us about yourself - select all that apply.
Respondent Categories - Demographics

Student currently in the RSD13 Student recently graduated from the RSD13 Parent of an RSD13 student Parent of a young child who will be a future RSD13 student Administrator in RSD13 Teacher or other certified support staff member in RSD13 Non-certified staff member in RSD13 Elected town official or member of a board, commission, council, etc. Resident, not a parent of a school-age child Business owner in Durham or Middlefield Senior citizen in Durham or Middlefield OTHER: Parent of student in private school, also parent of 4 graduates of
RSD13 and former teacher in RSD13; grandparent of student; former RSD 13 student and CRHS graduate; retired from RDS13; Advocate of Public Education; Parent who graduated years ago from RSD13; retired teacher RSD13; Parent of RSD 13 graduates; local librarian; ex-BOE member
Respondents Percent of Pool

12 13 75 22 2 90 24 8 31 7 21 12 4% 4% 24% 7% 1% 28% 8% 3% 10% 2% 7% 4%
TOTAL
317
100%
*Note: Total number of respondents (317) includes those respondents who fit more than one demographic category. Rounding up/down applied for percentages.
September 2013
Survey Responses - Questions #2 - #7

In your opinion, what prior professional job experiences should the next superintendent of the RSD13 have? Select the three (3) most important to you. (Most frequent responses highlighted on chart)
Type of Professional Experience

School principal Classroom teacher Superintendent of schools Central office administrator (e.g., assistant
superintendent / associate superintendent) Central office supervisor (director of curriculum, director of personnel, director of special education or student services)
Number of Responses
154 152 111 111 73 40
Percent of Responses
24% 24% 17% 17% 11% 6%
Private sector management/leadership

What kind of educational background would you prefer to see in the new superintendent? Select the one (1) that is most important to you. (Most frequent response highlighted on chart)
Formal Educational Background

Advanced degree (beyond Master's Degree) Doctoral degree Masters of Business Administration (MBA) or business courses
Number of Responses
116 91 25
50% 39% 11%
September 2013

What specific school improvement achievement record do you believe the new superintendent should possess? Select the three (3) most important to you. (Most frequent responses highlighted on chart)
School Improvement Achievement Record

Creating a positive school and district culture for students, staff, and parents Raising student achievement and improving overall student performance Creating and sustaining a climate of trust in the schools and extended community Creating a positive learning environment for students Creating and sustaining a climate of trust and a positive working relationship with the Board of Education Improving the organizational productivity of the school district as a whole Improving professional development programs for school personnel Participating in and/or facilitating strategic long-range planning Recruiting and retaining "high quality" teachers and staff Improving supervision and evaluation programs for certified and non-certified school personnel Leading national, state, and regional school reform efforts OTHER:
Advocating for the teachers to parents. If a parent has a problem with a school situation, he/she should not feel that calling the superintendent is the first (or second or third) step to resolution. She / He should not get involved in each parental concern I would like a superintendent who encourages an innovative, creative learning system. Broader considerations, outside the box of normal ideas, not just status quo Willing to consider schedule changes across all schools Bring down cost per student to be in line with similar towns/districts Along with recruiting and retaining high quality teachers and staff, they should be willing to cut non-and subpar performers as well Working within limited financial means and possible budget cuts Fiduciary responsibility, all others should be positive if these 3 goals are met. Increasing student college attendance. Ensuring safety of children in the districts custody. And working closely with local elected and emergency services officials to support Safe Schools initiatives Ensuring safety of children in the districts custody. And working closely with local elected and emergency services officials to support Safe Schools initiatives Willingness to consider schedule changes Promoting and sustaining program choice. Challenging and offering more for the higher learners.
Number of Responses
128 91 91 75 59 52 36 36 31 20 13 15
20% 14% 14% 12% 9% 8% 6% 6% 5% 3% 2% 2%
September 2013

Given your knowledge of the current needs of the RSD13, what specific administrative skills do you think the new superintendent should possess? Select the five (5) that you think are the most important. (Most frequent responses highlighted on chart)
Administrative Skills
Personnel management, faculty relations, and staff development Public relations and communications in the school community Budget development and fiscal management of school funds Curriculum, instruction, and assessment of student performance School facilities and operational management Special education and student support services Employee contract negotiations and management Student extracurricular activities (sports, theatre arts, etc.) OTHER:
the ability to handle parent complaints with diplomacy as well as firmness in requiring parents to go through the protocol of speaking with the teacher first Be able to reign in the massive expansion of Special Ed-placed students; students who get 504 accommodations at the drop of a hat for the question on professional job experience above- I feel the new superintendent should have a strong background in education, but not only those defined in the question. experience with gifted or accelerated programs Form and implement a vision Fiduciary responsibility. raising student achievement /expectations The ability to get things done without dragging it on forever. Technology Shows support and a dedication to arts activities that occur during the day such as music, classroom arts, and movement arts (PE). Communication skills, The new superintendent needs to be open to a variety of instructional models and value the choice of program that our district offers. There is over 35 years of history with two programs and we need to preserve that. The ability to encourage real teaching and learning in the schools not just a test score. Equity among the schools - services (remedial and special ed) Ability to lead teachers, admin in use of technology
Number of Responses
180 173 170 155 101 87 82 47 15
18% 17% 17% 15% 10% 9% 8% 5% 1%
September 2013
Clustered Responses to Question #6:

What personal characteristics and attributes best describe your idea or standard for an effective superintendent? Identify all characteristics /attributes important to you. (For example: good communicator, intelligent, approachable, etc.)
Note: The comments below are printed as they were written by the survey respondents. The consultants made no attempt to change any spelling or make mechanical or grammatical corrections.
1. 2. 3. 4. 5. 6. Listens to the community as a whole. certainly an effective communicator but most importantly a person who sincerely shows how he values and supports the good work that his teachers are doing. Good listener, Effective communicator, Not focused on just test scores trustworthy, intelligent, organized, good communication skills, approachable, willing to commit the time necessary for the job Strong communicator, fair with all staff, and collaborative. I think that the new superintendent needs to have an understanding of special education. Also they should be fair and honest, we should be able to trust them as a staff. They should have an open door policy so that they are approachable and accessible. I also believe that the new superintendent should have a passion for children, because teaching kids is what we are all about. works well with all staff. Does (not) think of the paras, custodial and kitchen staff as "beneath them" great with communication and practice of our core ethical values "Strong leadership that is aligned with BOE and district parent goals Strong listener and effective communicator...keep parents, staff, and BOE informed." A persuasive personality, effective communicator, intelligent, approachable. A person who will stand by their beliefs and not be swayed. courageous - ability to stand up for what they believe in and advocate for our schools, children and the multiaged/ID program. I want our next superintendent to believe this program and support it as an equal with no bias. Approachable, honest, respectful of all walks of life and all district employees, regardless of position I want someone who trusts that principals, teachers, and staff are doing their jobs unless they have evidence to the contrary. The efforts to micro-manage people who don't need to be managed has been time-consuming, counter-productive, and sometimes downright silly. Telling us what brand and type of pen we can buy? Please. Trust that we can buy appropriate supplies without help. approachable, visible, good advocator, open to new ideas A leader who listens to the needs of his/her teachers, support staff and administrators for those are the people who are in most direct contact with the students. An open-minded person who looks for the positives in both sides of our unique district. Most importantly, a strong leader who is approachable and genuinely cares about the needs of the students, even if it is contrary to more "important" issues on the table. they should be decisive, able to build a rapport with staff and the community, the focus should be on what is best for students, effective communicator, approachable, politically astute as in able to mingle and connect with any group in the community, good management skills, kind, honest, holds him or herself to the Core Ethical Values first before expecting it of all staff - not making her/himself the exception, believes in both programs - does not put one before the other and allocates equally to both Effective communicator with town, school staff, putting people first and supportive of staff, positive listener, Good collaborator. Open to new ideas implemented nationally. Be able to let go of the past and set aside personal bias. substantial classroom experience, Approachable, honest, open to new ideas, intelligent, committed to educating the whole child, effective communicator good listener, approachable, visible in ALL schools, effective communicator with all stakeholders, delegator A superintendent should be approachable, and should have a sense of humor. He or she should also demonstrate the willingness to maintain a relationship with the community as a whole. Involved in school community Effective communicator, promotes others to rise to their potential but doesn't push them to succeed, needs to be friendly and understanding. All of the above and understanding that it is more than just nuts and bolts there are real people involved
7. 8. 9. 10. 11. 12.
13.
14. 15.
16. 17.
18. 19. 20. 21. 22. 23. 24. 25.

26. 27. 28. 29. 30. 31. 32. 33.
September 2013
34. 35.
36.
37.
38. 39.
40. 41.
42. 43.
44. 45. 46.
Communicative, Open to hearing suggestions, Flexible, Understanding that supporting the mental health of students is a great need Realistic expectations for uses of resources, personable, willingness to interact with students effective communicator, approachable, integrity, value of teachers and their responsibility, good at balancing parent demands Personable, humorous but not a clown, strong backbone to know how/when to push back pushy parental demands. Approachable and trustworthy Effective communicator, approachable, fair, appreciates their staff, celebrates the fact that we have program choice in the district, recognizes and sees value in the importance of giving parents a choice of educational philosophy Intelligent, Approachable, Good communicator, Active in professional organizations, Experienced educator and administrator We need a leader who can fight for what is right for education and not give into every parent issue. We need a leader who will fight for their staff and not back down from outside pressure. School climate is a major concern. We just need an effective leader and motivator. This will lead to student success. intelligent, realistic, open minded, sense of humor I feel that we need a superintendent who stresses the importance of high academic standards. We tend to cater to special needs and middle of the road students while the very best and brightest become disenfranchised with the district and for the most part leave the district for what is deemed a better education, (I.e. private schools). When we first moved into the district 20 years ago, the district was ranked overall in the top 20 school districts in the state. This distinction included much bigger, more affluent towns in the demographics. Now I believe the overall ranking has dropped to the mid 80's! This is inexcusable! I had an administrator tell me that our students are not as bright! Four young women who would have been in my daughters graduation class, left the district and went to Mercy High School. These 4 girls all graduated in the top 15 students at Mercy! Why did the parents feel the need to leave, perhaps we should also query parents who send their children elsewhere to excel. The next superintendent should have a very approachable, friendly, personality. He/she should have very strong communication skills and be adept at relating the needs and goals of the school district to the community. Often times in the past decisions made by the superintendent where not always thoroughly explained to the community in terms that they could understand. It would lead to a lot of upset tax payers and community members. A person who has respect for the educational process as an art as well as a science. An administrator who seeks input and is thoughtful and yet decisive when implementing a program or policy. An administrator who communicates well and is aware of the concerns of all involved in the educational community. An administrator who will continue to support and model character education as expressed in the District's Core Ethical Values. Friendly, be able to recognize and carry on a conversation with ALL STAFF. Be a parent. Have a good education. Preferable come from Connecticut. Served as a teacher and administrator. An excellent communicator, someone who can make hard decisions and be a great leader and yet at the same time radiate likability, trust and a caring/respectful persona towards EVERYONE (even the most unlikable and difficult). Need someone with great EMPATHY for others who can be sensitive to the deep challenges that staff are feeling right now. Somehow the biggest challenges can easily be faced with a calm, caring LEADER at the helm one you respect professionally AND like and trust as a person. And don't forget a friendly sense of humor as if I haven't asked for EVERYTHING wonderful already. Good Luck!!!! Approachable, Available, Experienced, Not Old School I think the new superintendent has to be a strong communicator - both within the school system (board of ed, teachers, administrators) but also within the community. With the economy being what it is.. many people in the community are not supporting educational spending. It should be the superintendent's job to communicate needs and make connections . Personal integrity (i.e., honesty); clear & succinct communication skills Approachable, Lifelong learner, Ability to maximize potential of employees, Respectful of expertise of employees, Not afraid to not know, Responsible for actions, Respectful of other, Kind to others, Honest, honest, honest, Courage to make difficult decisions, and disseminate difficult information Creating a friendly atmosphere and knowledge of what our needs are when coming to speak to him/her at Central Office with our questions or concerns. Intelligent, excellent communication and interpersonal skills, easily approachable, creative problem solver - ability to think outside the box for solutions, caring and great leadership ability. Someone who is attentive and responsive to the ideas and needs of the community, including students, parents, teachers. Someone who will entrust responsibilities to those who are invested. Someone who will support innovation, creativity, and diversity of opportunities for students, including having program choice and adding gifted education to our special ed offerings.

47. 48. 49. 50. 51. 52. 53.
September 2013
54. 55. 56. 57. 58. 59. 60. 61.
62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75.
76. 77. 78. 79.
80.
supportive of teachers and staff, willing and able to communicate with the public in a positive and supportive manner approachable Easily approachable for students, parents, teachers, and community. caring, personable, effective communicator, organized, strategic, "team player" (i.e. we're all here for the common good of all students) Personable, strong minded, compassionate, visionary, strong motivational skills, and visible. strong social skills, compassionate, leader, business sense, visionary, strength of character Assuming the person has children's educational needs first. Next I believe we need someone with a backbone to stand up to parents whose demands are unreasonable and go beyond wanting a quality education for their tax dollars. As more children are in need of hearing 'NO' so do today's parents. Someone who has great judgment skills in who they hire. This way the people who are hired can be trusted to do their jobs and they won't be micro managed. Someone who has common sense and understands it isn't just money that creates a quality education but a strong, professional, respected leader at the top to set the tone for the district and a devoted staff(which is already present). Finally, someone who takes the time to sit in the lunchroom a few times a year and mingle with the folks. Intelligent, effective communicator, approachable, mentor, well traveled, creative, allow staff more independence genuine interest in children and their education, personable, fair, effective communicator and leader Has Sensitivity, Warmth, Kind, A Motivator and innovator Easily accessible to staff, good public relations background, approachable, able to make decisions, strong In tune with students needs a person with backbone that will not be influenced by a parental complaint to a BOE member that results in a changes because of one individual honest, trustworthy, approachable, open-minded, flexible, straightforward, efficient, reliable, sincere, multi-tasker, levelheaded, calm in crisis, organized a consensus builder, someone willing to invest in our community (belong to service organizations here, attend local important events), someone who fosters a sense of collegiality, treats ALL with respect, encourages professional growth, someone willing to embrace character education (core ethical values) someone who realizes that education is more than test scores Someone who is an effective communicator who can represent and showcase the teachers and staff for all their hard work and dedication. Approachable and available. Consistent and equally fair no matter personal ties, yet understand there is always shades of grey. approachable, personable, strong leader, effective communicator effective communicator, fair, understands teacher/administrator positions in school community. Open door policy to all staff, Sense of humor Intelligent, Approachable, Accessible, Positive knowledgeable, approachable, involved in the community, supportive The qualities I feel are important are effective communicator and approachable. Approachable, Honest, Open-Minded, Effective Communicator, Ability to unite all parties who have an interest in RSD13, being able to represent teachers, students and staff and fight for best interests Approachable, understanding, supportive, enthusiastic, effective communicator, A fine line between personable and building trust, but able to make tough decisions, while still keeping that trust. effective communicator, approachable, with a BACKBONE Easy going personality, doesn't micromanage, delegates. community builder (RSD13 and towns), effective implementer of federal/state/and local mandates, visionary (to think out of the box). VISIBLE to staff, students, community and to welcome discussion of issues that lead to positive action. Easy to talk to, able to lead teachers and students, demonstrates financial responsibility, Well-liked personality around schools and community, highly visible, Experience in schools as a classroom teacher, principal, and administrative work Approachable, open minded, trusting Intelligent, effective communicator, understanding of pupil personnel services, willingness to network with the community at large, Ability to speak frankly with the Board of Education about individual board members personnel biases and educate them about the entire population our school district services, Personable, effective communicator, intelligent, passionate about children , understanding of special education, understanding of the stresses on children and the impact it has on their ability to learn, willingness to educate the
September 2013
81.
82. 83. 84. 85. 86. 87. 88. 89. 90.
91. 92. 93.
94. 95. 96. 97. 98. 99.
100. 101.
102.
103. 104. 105. 106. 107. 108.
Board of Education when they lack understanding of issues that arise, willingness to network with the member of the two towns to help them gain understanding of what educating children is like in 2013. Knowledge of Special Education! This individual needs to educate the BOE about Special Education laws and why it is so important to even the playing field so all students have the opportunity to succeed, and not just see Special Education as a drain on the budget!!! Being open to the idea of new ideas, specifically changing school start times One who exemplifies and promotes our core ethical values; one who is approachable and is able to articulate a clear vision for the district. An effective communicator & listener who is approachable and can effectively balance needs of rsd13, students & community. intelligent, problem-solver, good listener, effective communicator supportive of teachers and staff Goal focused, set number of initiatives, visible Honest Transparency to the public and BOE. Intelligent, caring, approachable, good listener, supportive of staff, stands their ground with the board, pays attention to safety, creates a positive atmosphere among schools and community This superintendent cannot be an internal hire to the district. The individual needs to be an intelligent and approachable leader who energizes and enables the staff to reach further in their teaching so that students will be stimulated. Good leadership skills must enable this person to rise above internal staff conflicts and allow this person to remain impartial. They must be a strong partner to the BOE, not the workhorse of. Effective communication supported by ability to follow through and complete tasks. Not a politician Empathetic, common business sense, open-minded, inclusive, intelligent, highly educated yet experienced in leading large teams, results-driven, engaging. Effective communicator, smart, appreciates/understands rsd13 community Knows and understands what his position and authority should be in relationship to the community and the Regional Board of Education, Effectively communicate with all stakeholders, Manages resources with efficiency and creativity. Invested in RSD13, approachable, intelligent, abreast on BEST practice, can facilitate and delegate tasks, innovative, supportive and willing to lead a team. Leader, Effective communicator, Thoughtful decision maker. A good listener. Willing to observe before making judgements. I would like someone who has never worked in the District. Supportive of new programs and ideas. Strong compelling vision and belief in the success of the district. Intelligent, caring, effective communicator Someone who is able to lead, have the knowledge of the new curriculum based on the common core. A person that can communicate and listen. Someone you can go to and will have a background or know where to go to get answers. One who is decisive, a good leader, and addresses all areas of education (music, sports, etc.) A parent with classroom experience who can view issues from all sides (parent, student, teacher, community) whom parents can trust. An approachable person receptive and responsive to the needs of the students and their parents- not someone with a personal agenda. Someone with a creative and open minded thought process who will put students first and with a willingness and tenacity to fight for what is best for them- be it against fellow board members, state regulations, etc. Someone who respects how important RSD13's program choice is and will be committed to keeping it in place. Someone who realistically considers implications that current decisions will have in the future. We have to be able to trust our leaders. Our leaders need to remember what it is like to be in our shoes. It would be helpful to have a superintendent that has not been out of the classroom for too long so that changes and supports that are made are beneficial and realistic within a classroom. Must be approachable and willing to listen to concerns of all faculty members with an open mind An effective superintendent should have strong leadership skills, be confident in the decisions he/she makes, and understand daily life in a classroom. Good communicator, approachable, ability to make tough decisions, open to feedback approachable , communicates with staff and parents on a regular basis, outside of BOE mtgs. responsive, approachable, good negotiator, respectful of teachers needs esp. with new common core Effective communicator, Trust
10

109.
September 2013
110. 111. 112. 113.
114. 115. 116.
117.
118.
119. 120. 121. 122. 123. 124. 125. 126. 127.
128. 129. 130. 131. 132. 133.
134.
An effective superintendent would be open minded to the unique qualities that RSD 13 possesses (i.e. ID program, strong Special Ed program, etc.) I think that it is important that they have the right balance of both business and educational leadership. Many see that school districts should be run like a business, but education is truly the reason we are here. I also think that the future superintendent is one who demonstrates all of the district's core ethical values on a regular basis. I came to this district several years ago because I got a gut feeling that it was a good place to work. I can honestly say that over time that feeling has deteriorated and is now a weak glimmer of hope at best. I don't think that I am alone in that feeling. Additionally, an effective leader is one who is approachable, an honest and effective communicator, and one who sees both the big picture and the details that make up that big picture. Yes Ability to recognize diversity in the community. Personable to parents recognize them as part of the community and not just look to teachers and administrators for ideas. A skilled leader who is able to produce the best education to all students without added financial resources, taking into account declining enrollments. Proven leader coming in with a plan he/she owns. Allowing this new superintendent the freedom to execute his/her own plan without micromanagement from BOE is critical. This superintendent must have characteristics to gain BOE's trust. intelligent, goal setter, high academic expectations of students Please bring in someone from outside the district with a fresh perspective. The first role of a new superintendent will be to reestablish trust with the communities. That trust and belief in education was abused by the last superintendent and must be methodically rebuilt. It will take an outreach program of communication backed up by executing on a strategic vision that puts learning and achievement first, sports last and trust always. I am hoping that the new superintendent is an effective communicator as well as a good listener. I hope that they have a vision that includes ideas from the staff and community. I appreciate an administrator that allows staff and students to do their jobs of teaching and learning with their support and getting involved only when necessary. I would like them to be understand both programs in the district and support them. common sense and knowing the communities, working with the BOE while supporting all district employees and understanding the importance each individual student- it's hard not to have all the resources go to special education where it is definitely needed, but the average student MUST NOT be overlooked. Keeping a better balance between athletics, music, and the electives at the high school should be a goal. Knowing that the budgets of the elective subjects is cut while athletics has increased needs to be looked at and brought into balance for the benefit of every student. excellent critical thinking ability All of the above, plus he/she should be open-minded, flexible, personable, use good judgment in decision making, stand firm in his/her decision making where needed, work well with all staff, and be respected by all. transparent, fair, clear communicator, good listener A leader-able to work effectively with town and school personnel. Intelligence is a given. Out and about. My best Superintendent knew every teacher and student's name. He also knew most parents by face. Do not hide in the District office. approachable, not just trying to spend our tax money communication and listening skills Loyalty. There should be a penalty if an administrator leaves before the end of a contract. I would like to see someone outside of the district that cam come in without any prejudices and look at the district with fresh eyes. I want someone who is very approachable, warm and compassionate. Someone who will interact well with the community, students and employees. Approachable, has fun with kids, communicates with parents approachable, energetic, community minded, likes children, affable, consistent in communications and policy management of school, fair minded, negotiator Approachable, intelligent, knowledgeable in ways to problem solve and communicate to students at all levels for them to move ahead. Intelligent, Empathetic, Compassionate, Innovative, Admired, Cultured good communication skills, good listener, availability to staff & community members, team player but willing to take a stand when necessary, fiscally responsible, receptive to listening to new ideas Intelligent; experienced; solid interpersonal skills; has actually been a classroom teacher for several years before several more years in supervisory capacities; familiar with CCSS and its implementation; able to see/know what the next wave of "New and improved school reform" will be and prepare us for it before the tsunami hits. quality interpersonal skills, competent , intelligent, emotionally intelligent, unbiased
11

135.
September 2013
136. 137.
138. 139. 140. 141. 142. 143.
144. 145. 146. 147. 148. 149. 150. 151. 152. 153. 154. 155.
156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. 171.
The Core Ethical Values, which is expected of the students. A superintendent who is honest and fair above all else. Someone who knows how budgets work. Someone who respects differences in families and treats each one the same (regardless of what one family may do for the schools or the other). To remember that children are children first and students second. Approachable, strong leader, ad have the ability to work with the community to get the budget passed knowledgeable in all areas of education including special education, enrichment, etc, passionate educator, approachable yet strong leadership skills as to show the authoritative side, fair, impartial to particular groups, ideas etc Approachable listener who will take the time to explain things effectively. Leader should have high integrity and high moral values. The candidate should be in it for the students and the town, not for their ego. Strong communication skills. Visible both in the schools and in the community on a regular basis. Strong leadership skills and willing to delegate. honesty, intelligence, humor, lack of agenda I think our superintendent needs to be a strong communicator. They need to be visible in the community and in the schools. Inclusive leadership skills Honest, sincerely cares about children, realizes that children are children first and students second, Intelligent, Utilizes resources, communicates with all people in district: students, parents (regardless of what they do for the schools), seniors, staff, BOE, Embraces technology and "old education" reading books, writing with pen to paper, a belief that having a strong foundation in education is crucial to the rest of education, i.e. learning math facts, reading, writing (print and cursive) Proven leadership skills, decision-making skills Open, visible, transparent Charismatic, energetic, enthusiastic and effective in setting and reaching attainable goals. Must have a heart! Somebody who cares about the kids as their first priority and can modify to the best of their ability the state and federal control and false standards. approachable, understanding, intelligent, Sense of humor combined with drive to perfection. Friendly, Efficient, Hardworking, Leader Effective communicator, approachable, fair, experienced Very effective communicator, fair, strong critical thinking skills, community liaison and leader Number 1 key is communicator, with staff, students, parents and community, must be fair but firm, a straight shooter - no favorites This district needs a fresh start approachable, organized, able to plan ahead and communicate those plans effectively, a broad thinker Strong leadership skills to assist us in taking the district out of the hands of the BOE members who do not know about education, knowledge of finances and operations and knowledge of educational trends and implementation of those trends Effective communicator, trustworthy, approachable, ethical, intelligent, Passionate, effective communicator, inspirational well rounded individual. Leads by example, accessible, open lines of communication, embraces technology Someone who is able to effectively manage Someone who will be willing to consider significant schedule changes involving changing/adjusting school start times. educated, sense of pride and leadership. respectful, insightful. Energetic, enthusiastic, outgoing, effective communicator, skilled negotiator, good listener, open to new ideas, creative thinker, innovator, strong business/budget background. Communication, leadership, negotiations Personable (easy to talk to), good communicator, intelligent, organized, creative Compelling, motivating, inspiring, organized, leadership I'd like to see someone who is already involved in the community. Approachable, dedicated, efficient Effective Communicator, High energy, accessible, willing to be a team player all of the above. Approachable leader who is experienced but not set in his/her ways. Flexible communication style is key- has to be able to effectively communicate with multiple stakeholders (teachers, BOE, community, etc.).
12

172.
September 2013
173. 174.
175. 176. 177. 178. 179. 180. 181.
182. 183. 184.
185.
186.
187. 188.
189. 190.
191. 192.
Has real life experience in the classroom. Supports the arts and athletics programs and understands the importance that the arts and athletics programs bring to the students, school community, and the community as a whole. They should possess knowledge of what makes a school work. Is easy to talk to. Understands the community and the idea of program choice within the district. Down to earth and easily approachable. I believe a strong candidate for a superintendent would possess the following characteristics and attributes; a positive, outgoing, well spoken effective communicator. This person would be easy to talk to, would understand what it is like to be a teacher, would have the children's best interests in mind. They would be intelligent and fair. They would embrace and be proud of this district that offers both a traditional education AND a Integrated Day program, and celebrates the fact that we have a leading HOT school in our district. Approachable, proactive, judicious, progressive, reformist. Strong leadership, negotiating and decision-making skills that may be perceived as "unpopular" by some but for the betterment of the overall district. Open-minded, creative, good communicator, approachable, positive Communications and management. good listener; creative thinker; strong communication skills; strategic planner; ethical; humble; Someone willing to make the difficult choices needed to create a balance in the educational system. The new superintendent MUST possess strong communication and interpersonal skills. He/she must be able to identify the long term goals of the district and communicate these needs effectively to the Board of Education and then explain and promote these needs to the communities. He/she must be the bridge from the school to the towns. This person must understand, celebrate and promote the diversity of program choice in this districta choice parents have had for over 35 years. Effective communicator with public, BOE and professional staff. Leader not afraid to take risks or make changes. Communicating effectively with the community (taxpayers) to explain the District's needs, Approachable, Advocate for students and staff, Good administrator We need a leader who going to continue to the traditions of a small community school system. Not one who is clearly using their position as a stepping stone to the next, bigger and better, position. Today's administrators have lost the idea of loyalty to a community and instead are concerned more with their own careers, making choices that look good on a resume but that have a negative impact on teaching and learning. We need an intelligent, kind and thoughtful leader who will inspire people to be their best. An effective superintendent is approachable for all members of the community. He is comfortable in the classroom as well as in the boardroom. He does not let his personal preferences keep him from being fair and equitable in a district where there are many programs and approaches that are valued. He must be articulate and able to talk to a variety of audiences. He needs to stand up for the many different groups which he represents, students, parents, teachers, staff. Non-resident! Continue with the support of the arts in the community. Willing to be approachable and a good communicator is key. More visible within the schools and among the civic organizations. Assertive enough to let the teachers and administrators make decisions and not the parents. Be supportive of the staff. An effective communicator who is approachable, someone who is able to streamline/combine/reduce programs to maximize effectiveness. Our next Superintendent should be someone who communicates with the community openly and honestly. The Superintendent should ask people in the community what they think about the schools in the district and then support the amazing work we do. The next Superintendent needs to have full understanding and support of the choice program in the district, as well as a completely unbiased preference. It would be excellent if the Superintendent was supportive, friendly and honest with all stakeholders. Approachable, effective communicator An effective superintendent should have an understanding of how children learn at all ages. Should be able to communicate with administrators and teachers to ensure a quality, well rounded education for the children. Should be able to communicate with parents (and possibly educate parents) what the schools are doing and why. Should also be able to build community relationships to demonstrate how and why a good education system benefits us all. Most important to the above communications is the ability to listen and address people's concerns and questions with respect. open-minded, approachable, enthusiastic, dedicated, good listener, creative, appreciative of the arts I think the new superintendent should be an effective communicator that can lead the students and staff to a more cohesive and supportive environment. I also think the superintendent should not just be a "puppet" for the Board of Education. We need a leader who is willing to stand up for the teachers and staff of this district.
13

193.
September 2013
194. 195. 196. 197. 198. 199. 200. 201. 202.
203. 204. 205. 206. 207. 208.
209. 210. 211. 212. 213. 214. 215.
The new superintendent should have: A strong educational background. A distinguished leadership background. Be a good listener and possess outstanding communication skills. Represents the teachers and administrators while serving as a liaison with the board. Support teachers and administrators and push for staffing and programming. Be willing to say ""no"" to the board and explain his/her reasoning. Hard working, honest, budget conscious but not at the expense of having good schools and teachers and good programs, approachable, a good listener, good hiring skills. Approachable, impartial approachable and knowledgeable about RSD 13 and community *intelligent *impartial/objective/open-minded *innovative *natural leader Intelligent, IN CHARGE, FAIR, follows the core ethical values that the students and teachers follow, can relate and communicate effectively with the community, willing to spend time at ALL THE SCHOOLS, be respectful. One who is a role model and strong leader. Open door, approachable, someone who has been in a classroom, someone who finds out both sides of a situation before acting Intelligent, Experienced, Good Leader, Honest, Good Communicator, Sensible. fosters strong/honest relationship between Central Office and teachers; goal oriented, team player; positive attitude; honest; has the ability to delegate; intuitive; communicates well; sense of humor; visible in the district not just during special events; commitment to student achievement An individual who puts the needs of the students first. Effective communicator; open to try new thing; trust worthy effective communicator; leader; visionary; intelligent; organized; compassionate personable and effective communicator intelligent in their field; approachable; experienced good verbal and written communicator, creative/innovative, problem solver, leader Honest; Intelligent; Approachable; Organized; Ability to accomplish tasks and goals; Knowledgeable about all aspects of PreK-12, not just one area, such as high school Embraces technology use by students and staff; Models excitement for learning; Committed to lifelong learning, not just test scores. Effective communicator; Approachable They should make themselves a visible part of the school and town community. They should be able to communicate well with their staff and be an effective leader and role model. Approachable, decision maker, effective communicator, positive ambassador for the district, willingness to make the tough decisions and stick by them Leadership demonstrating honesty and trust creating a mutual respect Enthusiastic, Ethical, Listener, Friendly, Productive Creative, motivational, approachable, someone who will stand up for what he believes in, supportive of staff strong leader; strong and effective communicator; positive role model; creative thinker; consensus builder; easily assessable and approachable; strong management skills
14
September 2013
Going forward over the next five (5) years, what do you think are the most important issues and challenges facing RSD13? Identify all issues/challenges of which you are aware.
Clustered Responses to Question #7:
Note: The comments below are printed as they were written by the survey respondents. The consultants made no attempt to change any spelling or make mechanical or grammatical corrections.
1. 2. Improved test scores and student achievement The seeming rigor of the Common Core will present the challenge of making sure that student grades are true reflections of what kids have learned and can do. ...The issue of technology is going to present a time constraint and competition for the time that must be dedicated to reading and especially analytical reading if the student is going to develop into a good thinker and lifelong learner. Diversification of funding streams for schools; State support of special needs students; Relevant academic courses for today's changing society Common Core, teacher evaluation, keeping enrollment up in the high school. The need to reduce special education costs which has resulted in inadequate levels of spending for regular education students. And the need to "think outside the box" to implement the results of the feasibility study. Decrease in student enrollment and use of all of the school buildings.; Implementation of the CCSS; the new teacher evaluation plan. stop wasteful spending. cut down on spec ed spending. Other districts have far more spec ed students and less staff. improving student scores/learning; improving positive climate within schools and with the community Physical space planning and long-term utilization strategy of the buildings in the district. Fiscal conservation...making the most of the budgeted dollars. Declining student population. New common core curriculum rollout and improvement. Balancing staying on the cutting edge of technology, while making wise budget decisions when it comes to technology platforms. Maintaining the high standards of education with less funds. declining enrollment, implementation of the Common Core, and communication between the schools/staff/parents/BOE. The Common Core--adhering to it without compromising the quality education we already provide. Also, making the new teacher evaluation system work well for all parties. educating the board on the necessary financial needs of each school Naturally, we need a leader who will continue to keep our students in the best learning environment possible, but one who clearly understands that there are multiple ways to assess a student's abilities, and that standardized scores are just one measuring tool. Also, just as important, is that we hire someone who embraces our unique district someone who sees the values in the two philosophies of teaching that we live by in the elementary level. It is imperative that this person celebrates the choice that the parents in our district have had for so many years, and supports to two schools of thought. We need to figure out a way to retain what is unique about our district (two programs, agricultural background, small town culture, loyal staff of which many live in town) while preparing our students to enter into a global community. We need to open up to other communities, and improve our education that way, but still retain our distinct local characteristics. Smooth transition to the CCSS and adoption of the new evaluation system; School-community relationship as the community learns about CCSS and understands the transition years; Budget shortfalls as a small regional school system - can we survive? Looking at our infrastructure and making some significant changes - one less school, cutting some administrative fat, etc. A vision for the school district that is positive and reflects the mission statement. Standing up to the state and mandates and the pressure of student test scores and. Seeing beyond the numbers. Budget management and decreasing enrollment. Maintaining our focus on students' developmental levels & the whole child while we implement the Common Core; Having the patience to let things work for a couple years before abandoning them and moving to the next new thing; Going slowly on the new teacher evaluation-how can we be evaluated on CC results when we haven't even seen the test/developed the curriculum yet?; Meeting the increased demands while being fiscally responsible; educating the community about RSD13 & our strengths & successes so they support our needs
3. 4. 5. 6. 7. 8. 9.
10. 11. 12. 13. 14.
15.
16.
17. 18. 19.
15

20. 21. 22. 23. 24. 25. 26. 27. 28.
September 2013
29. 30.
31. 32.
33. 34. 35.
36.
37.
38.
39. 40.
41. 42.
implementation of Common Core and SBAC, balance of new initiatives for staff, retaining value of program choice I think the most important challenge is that of declining enrollment. Implementing common core while showing student success and improvement Budget balancing, empowering teachers, helping students, budgeting more money for an ever evolving technology world, and enabling special education to teach more effectively based on student needs. Continuing to improve communication between all parties involved in the process of educating all students. Staff morale; Curriculum; Building rapport with the Board Successfully implementing the CCSS and appropriate use of the new teacher evaluation procedures Contract negotiations; new state mandates - common core, teacher evals; increase is special education population and severity of needs; budget, tax base Reducing the size of the Special Ed program. Few other schools in the state of CT have the % of identified students as CRHS. Parents laying down the law for their child is not advocating for their child, it's forcing RSD13 to bend backwards too often to appease these parents. Continuing to maintain and SUPPORT both the Integrated Day and Contemporary programs One of the most important issues and challenges facing RSD13 is to maintain the choice of programs. Due to decreasing enrollment, I'm so afraid that they will try to do away with program choice which is the reason many people move to this district, including myself. It will be important for our new leader to find a way to maintain the integrity of both programs so we can get back to the way it use to be, one district with TWO great programs!! Another challenge is to be passing the referendum during budget season. It's critical that our new leader develop a rapport with the community, allowing a chance to highlight all that is happening and why we are doing what we do, so that when the time rolls around, we don't feel like we have to fight to pass the budget. Attracting high quality teachers; Maintaining high academic standards and performance; Efficient use of our current facilities The most important issue is to have someone who can work with the current board of education. They need to work together for education. Clearly there has been an issue in the past. It's obvious with all of the administrators leaving the district that something is wrong. The negativity starts from the top and works it way down. This district has to turn around and become positive and work together. This is the major challenge. improve trust and morale, finding answers to budget issues Academics and achievement in standardized testing. What was great about our former superintendent is that she was a very strong supporter of the arts and music. As common core comes into play and more emphasis is placed on buildings improving test scores, there must still be a balance for kids. We must be sure to not loose site of our goal to educate the whole child. I have seen many students who would not make it through high school if it weren't for the joy they get every day from playing an instrument or spending 40 minutes working on a sculpture or painting, etc. These programs are so important to creating well rounded students. Many former students have come back to say - if it weren't for band or chorus I don't know how I would have gotten through! It is important that the new superintendent is able to bring us into the world of common core and testing without sacrificing programs such as art and music. Dealing with future changes in enrollment and its impact on staff. Communication with community members so that they may have a better understanding of the complexities of the educational process. Implementation of Common Core and the new evaluation guidelines. Put the students first. A new Board of Ed. Don't think this Bd. has the best interests of the students first. Finish the Sports Complex at CRHS. Be able to raise more money through grants. Get more businessmen to volunteer their skills as well as finances. Increasingly IMPOSSIBLE work load being placed on teachers - Your BEST teacher/leaders are the ones feeling it the worst. Despite their cheerful superficial appearances, I know that the vast majority of teachers feel the discouraging and oppressive pressure of way too many initiates taking away from their preparation time for what they feel is their REAL JOB, "educating the child". It is becoming a very "unappealing" profession - NOT A GOOD THING - sadly, the drive for this is coming from political and societal directions so there may be little an administrator can do. A positive relationship with the Board of ED One of the reasons we moved to Middlefield was because of the ID program. I think program choice needs to be celebrated. I am frustrated by the continued arguments in the community to have just one program for cost-cutting measures. Both programs are successful and should be celebrated. CHOICE is what makes our school system special and successful! budget; preserving the tenor of life in RSD13 while moving us into the future Student population and building use. Understanding recent medical advances in the neuro sciences, and assilimilating those into the ways we teach. Acknowledging and addressing mental health issues with appropriate treatment at school. Remaining true to the healthy all-around development of children in a world that is increasingly focused on form but not substance.
16

43. 44. 45.
September 2013
46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59.
60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73.
74. 75. 76. 77.
78.
Our issues are many and hopefully this person has dealt with some of these issues before and will have a solution. budget, providing effective services for the increasing needs of our students, preparing our students for the common core, meeting all of the demands and expectations of the state. We need to offer our students real learning opportunities, not just chances to create data. We need to create as many partnerships with the community to give students mentoring and real world opportunities. We need to further commit to creative and innovative learning. Shouldnt Coginchaug be a HOT school? provide help for teachers in order manage the increasing work load. Value all programs and disciplines as enrollment declines. Courses can be lost due to schedule constants rather than actual interest. meeting national standards Support and knowledge of common core common core implementation, communication throughout the two towns, contracts with BOE/unions Continue to build a strong core of educators & support staff. Retaining GOOD PEOPLE. budgetary issues, repairing the relationship and sense of trust between the BOE and the school personnel, Common Core issues, implementation of the teacher evaluation plan Strong leadership at the top. A good captain navigates his ship well through both calm and stormy waters. If D13 finds this, all good things will follow. Finance, attracting more diverse staff with creative teaching, More of a team approach with staff, community, parents, Board of ED, business leaders technology, teacher evaluation, parental responsibilities and involvement in education Keeping up with national and state mandated changes, while still helping teachers do their job. Able to communicate with the Board of Education effectively. Able to gain the trust with the board and be trusted by the board to make good decisions on behalf of the students, community and employees. Budgets and special education needs Facility Study; Grade configuration maintaining programs amidst demographic shifts, quality, consistent and appropriate use/development of technology; maintaining high quality special education services amidst financial restraints; economic diversity and inequality between and within both towns- how it impacts both our budget and our students in the schools Common Core support and development, test scores School Climate for students and Staff. Evaluations on skills not personality, unless that personality effects skills/relations. Cyber bullying occurs from our students, and more assertive directives for handling this is needed. Budget; increasing enrollment; increased mental health issues; school climate/safety aligning staff support with need of special ed students, PD needed for CCSS. Budget restrictions; Increasing income disparity in the community Unifying the Board and the school system. Common Core, creating a positive school/community culture, Creating a better relationship between the board of education and the RSD staff. Communicating the district's needs to the board of education. Enrollment, Retaining highly qualified teachers, Common Core Curriculum and Smarter Balanced Assessment, Teacher Evaluation Plan, Budget Teacher evaluations; Professional Development; Literacy rates ; Class Sizes Common Core testing, new teacher evaluation Declining school population ;large special ed population; budget Budget, Town and BoE Relationships, Parent Trust, District Culture/unity (teachers and staff). to tackle budget issues with the maximum educational "bang for the buck". To set a higher standard of achievement for all students and staff (to be challenged in their education). To ensure critical thinking, collaboration, and problem solving as mandatory educational tools. To ensure the survival of the integrated program (K-8) and the philosophies it embodies. Budget! New teacher evaluations; Curriculum changes/CCSS; Dropping student population, and consequentially utilizing staff most effectively teaching to the tests and focus on scores scores scores- we are missing key elements of the learning process. Declining Enrollment; Building one solid educational program instead of providing choice (ID and contemporary); Repairing relationships and building respect between the Board of Education and the Teachers; Educating the community about the school budget and the importance of increasing funding necessary to educate the children in our district. Rebuilding a respectful relationship between the Board of Education and the employees of RSD13, Helping the Board of Education understand the role of Special Education (all pupil personnel service), Providing appropriate professional development to all employees. Restructuring our school district with declining enrollment.
17

79. 80. 81. 82. 83. 84. 85. 86. 87.
September 2013
88.
89. 90. 91.
92. 93. 94. 95. 96. 97. 98. 99.
100.
101. 102. 103. 104.
105. 106.
Increasing test scores. Providing services to meet the needs of ALL students. Getting district children to attend the high school and not leave for a private school. Building an environment that values experience and allows for the professionals who make up the district the ability to do what they do best for their students Provide a pathway of education for our children so that they are prepared to succeed in college & beyond. Also, hiring effective & ambitious teachers & principals committed to the success of rsd13. Implementing Common Core; New Teacher Evaluation program; declining enrollment special education, budget, class size Communication, too many initiatives and little follow through, trust in teachers Cost per student is too high compared to similar towns. This has to brought down with decreasing admissions by closing at least one school. I think we need to address safety at our schools, provide necessary resources for low achieving students and HIGH achieving students, communication between schools and board and parents, get the board to support the schools in all aspects To move RSD13 into the future we need fresh ideas and a willingness to carry them through. We need to remain committed to the student as a whole and not teach to the test. The needs of students from both end of the spectrum must be met. The gifted end has been longed ignored and we need to fix that. That will inherently bring test scores up. With student enrollment declining, how to reorganize the school system so it is less of a tax burden on residents, lower administrative costs/burden, have a student-centric focus. Addressing the declining enrollment and making the best use of our school buildings. creating an atmosphere of trust in all stakeholders; transparency in decision making; a strategy for dealing with declining enrollment, special education services, technology; Creating a public understanding of what is needed to fund an education in today's society for tomorrow's students. Fostering quality instruction, implementing CCSS within curriculum with little direction from administrator; keeping quality administrators and educators. Shrinking school enrollment. Increasing special ed population. Implementing Common Core and then NGSS. Community relations, fiscal management and to create a balance between the control of the board and effective education Slipping test scores and community support. Student safety, maintaining accreditation, later middle/ high school start times. Improving student scores. Hire someone that the district will respect. Someone that will bring back District 13 to the top of student learning, bring back high qualified professional people to the district. The increased number of kids with special needs. The decreasing class size. To us, common Core is the biggest issue. It is an ill-thought out, one-size fits all plan that is not beneficial but has been forced upon schools. The challenge will be keeping the integrity of RSD13's two programs while transitioning fully to common core. For example, as parents, we chose Lyman because the educational philosophy and HOT approach to learning was a fantastic fit for our children. Our kids love going to school and we love the creative and innovative thought process it strengthens. Currently, the program inspires love of learning which we fear common core will quickly extinguish. It would be ideal if there was a way to fight for our local educators, who best know our students' needs, to ensure that they are the decision makers in RSD13's educational curriculum. Fighting to keep our teachers is also important. Eliminating teaching positions is a short term budget decision with negative long term consequences. Lots of times, community members don't want to see past the short term. Many of us have been affected by the bad economy but eliminating teachers is not the solution. Trust between the board of ed and the community members and parents will be a major issue as well. I'd like our image to be improved around the community. I'd like our students to succeed. I'd like our teachers to feel supported, protected and respected by other staff and the community. I'd like clear direction about the new changes within education. Understanding the importance of counselors and support staff, and budget The most important issues are implementing the CCSS, SEED, and professional development for teachers to meet these standards. Increasing needs of students with limited resources. professional development on CCSS; ID program to be continued; offer more AP classes at the high school; offer remedial reading & math at the high school (For an example, .2 Rdg Teacher is not enough for 4 grade levels of struggling readers); resources need to be better distributed among the 6 schools Bringing BOE, community and educators together toward a common goal for the children Declining enrollment
18

107.
September 2013
108. 109.
110. 111.
112. 113. 114.
115. 116.
117. 118.
119.
120.
121. 122. 123.
124.
125.
One issue is that of the Integrated Day program. I strongly believe that we need a superintendent that appreciates, and is willing to continue the wonderfully beneficial program that it is. Another important issue is improving communication between Central Office and building staff, as well as overall accountability of Central Office staff. So often, phone calls and emails are not returned, misinformation is given, meetings are cancelled. I have already begun to see a shift for the better over the last month, and hope that it continues. We are all busy in our jobs, but communication is key in fostering trust in our leaders, and an overall sense of well being in the district. Budget is always a huge source challenge, particularly because so many voters do not understand what we do as educators. I would venture to say that even BOE members don't fully appreciate our roles as educators. It is no secret that many do not understand or appreciate the special education program. I am fearful that much-needed services will be cut to some of the district's neediest students. A strong superintendent will help to advocate for all students, including students in special education, and continue to support the strong programs that are currently in place for them. Maintaining, if not improving the quality of education while balancing financial reality that budgets cannot increase exponentially forever Identifying the increasing usage of drugs and alcohol among our young people and look to do further educations. Use of Dattco as bus company - need to look at potential for new company. Recognize the increasing religious diversity within the Regional 13 family. Not to simply add more burden on the taxpayers in order to increase the budget from the prior year. The per student cost is ever increasing without end. 5 Year Plan:(1) RSD13 to have best test scores in DRG, (2) better/continued consolidation of resources, (3)attract/retain best teachers and not afraid to let go of underperformers,(4)a transparent long term capitalization plan that matches demographic trends...such plan to have "buy in" from both Middlefield and Durham providing high performance students a challenging environment vs teaching toward an average Implementing the Common Core curriculum and declining enrollment. Trying to keep teachers in the same grade levels consistently instead of shuffling them around. 1. Match the budget to the enrollment decreases. 2. Retain the integrated day and the traditional programs. 3. Cut the number of school buildings by one. 4. Increase number of students who enroll in quality college programs. 5. Improve and maintain high test scores at all grade levels. 6. Defund football (or at least make sure the District has adequate insurance for traumatic brain injuries and multiple concussions) that result from football. I think it is important to change the climate to one of support, trust, respect. BUDGET Keeping good teachers, good support staffs in the schools is of utmost importance. BOE members need to know each school not just from an accounting on a budget sheet but from the actual fantastic work that goes on and the amount of time given by all the staffs that has no monetary payment. Hours and hours of time are given freely and are not accounted for by almost every person at the high school as well as the other schools. Quiet work that no one is aware of because it is who these people are... they love the kids, the school, and their co-workers. Good Luck in this complicated task of choosing a good person for the job! (and thanks for listening) student performance, budget control Unity within the school system, and with the community. Foster trust among staff members & within the administration. He/ she should be accessible to staff, students & community. Improve test scores & the administrative relationship with the community. Save $$$ where possible but maintain a quality educational system so that students are creative learners and become the leaders of tomorrow and productive citizens. Listen to his staff! adapting to changing demographics; implementing Common Core standards; development and managing budgets that don't create unreasonable tax burdens yet provide an excellent and well-rounded educational experience for all students. Fixing whatever problem exists that is causing our principals and administrators to leave. Concerned that the BOE is only interested in saving money without thinking of how that weakens our school system and thus lowers our property values. Budget, budget, budget. We are not getting our money's worth. Also, our facilities are not be kept up to an acceptable standard. the amount of students in the system and amount that is spend on each one Recently, the district has lost several key staff members. A top priority would be to focus on retaining the experienced staff. The atheletic director's job should not include teacher evaluations and need to be the school superintendent's responsibility. 1. Stop taking so long to hire administrators. 2. Reduce costs and close a school. 3. Challenge students more. 4. Start getting rid of bad teachers even if they have tenure. Stop the cronyism when hiring. 5. Have a more open form of operating the school system. Employee Morale and good people leaving the district. District Reputation in the community. Budget constraints.
19

126. 127.
September 2013
128. 129.
130. 131.
132. 133.
134. 135.
136.
137.
138.
School security facilities maintenance and management, staffing (professional and para) curriculum and technology enhancement and development, special education support, stopping/stemming the loss of excellent students to surrounding school because of perceived "better" academics How money is being utilized! Evaluating teachers based on STUDENT feedback. Contrary to what some believe, most students can accurately and truthfully tell you whether a teacher is effective or ineffective. Teachers who are rude, dislike children, or not effective must go. Those who are effective, well-liked, and inspiring to students need to be kept around and advanced into leadership positions. Additionally, more counselors and mental health professionals should be added as they are increasingly needed to help students with behavioral problems, home life problems, social issues and mental health issues. As other districts continue to cut support staff in the guidance office this district should be expanding. Don't cave to public pressure that believes students with behavioral issues or mental issues shouldn't get extra help or treatment. Increasingly, schools are the only place where students can receive the help they need. continue the strategic plan, ongoing professional development for all staff, continue to raise student achievement, expectations & test scores Clear, strong direction. This transition to CCSS has been like flying a plane while we're also building it. A whopping 40% of our evaluations will be based on student scores of tests we and they have never seen and on a curriculum that has not even addressed middle school needs. We all need to really, concretely KNOW what we and our students are expected to achieve before we're punished for not achieving it. Ensuring that ALL students receive quality education, while limiting the strong anti-special education bias prevalent in our district currently. Everyone is pushing technology, but I think we are losing the basics in doing this. Students at CRHS can't read a handwritten cursive note from a grandparent nor do students write in cursive or even print legibly. They are given the choice to write in cursive or print. There should be a certain grade where it is required to do cursive. A handwritten note speaks volumes over a typed note. A cursive note is more attractive than a printed note. The 3 Rs need to be the foundation of education.... children need to learn to read effectively and enjoy it. They need to write in both cursive and print and write what motivates them, interests them, concerns them without worrying about a teacher disagreeing with their opinion. They need to learn arithmetic. Math facts need to be practiced in school. A child goes to school for 6 hours (8 in some cases with the bus ride) then they come home and are required to do more work. In higher grades this is understandable, but in elementary school time is wasted and the basics aren't covered.... it falls on the parents. This would not fly in a school district where there was not so much parent involvement. The budget needs to be reined in. When more than 75% goes to salaries and benefits, you need to be reminded that you are not a company generating income. You also need to remember that everyone has a choice for a career. I would rather have a teacher who loves their job than one who is here merely for the benefits. We need to get rid of them. When a parent drives their child to school their child should not consistently hold the door for a teacher who is arriving 10 minutes after the start of school. The superintendent needs to remind the employees that they are working for the community. They are paid by the taxpayers some who send their kids to these schools. There is no reason for a parent not to be able to reach a teacher on a Friday afternoon less than an hour after school gets out. Working as a team to better communication between the board and the community 1. integrating the common core efficiently and effectively for all students; 2. professional development in various areas for staff including common core, data collection, differentiated instruction to enable them to be the best educators; 3. maintaining a budget while not impacting student learning for all students; 4. improving the image of the district so it is a whole team approach not segregated as it has been recently Reducing cost to educate a student while expanding the learning opportunities for students either within the curriculum or extra-curricular. Improving the reputation of the high school for developing great future citizens and leaders. Reducing the percentage of students receiving special ed. When I was at Coginchaug we had limited AP classes available to us. As a college student it is evident from talking to other students that our high school did not offer as many opportunities for high-achieving students as other high schools. I would think that the district is aware of this issue with the high number of students who have been enrolling at Xavier, Mercy and Choate over the past five years. The high school is not offering quality classes especially in math and science. I also am a former student of the Integrated Program. I cannot state strongly enough how much I believe this program should be celebrated. Critical thinking skills, public speaking, problem solving, working cooperatively, creative projects, interest- based learning... I can't say enough about my education at John Lyman School! curriculum, appropriate technology, energy, budget vs. declining enrollment.
20

139.
September 2013
140. 141.
142. 143.
144. 145.
146. 147. 148. 149. 150. 151. 152.
153.
154. 155. 156. 157. 158. 159. 160. 161. 162.
163. 164.
I think school choice at the elementary school level is a key component of our district. I want the new superintendent to appreciate and celebrate this unique opportunity in our district. As both a teacher and a community member I am concerned with how teachers are viewed in our community. We need to have a board of education and superintendent that supports teachers and academics - not just sports. Declining enrollment and management of related staffing issues (reductions) RSD13 has to stop raising the budget. It is ridiculous how little actually goes to the children. The parents pay for school supplies and field trips and are even asked to send in extra supplies, tissues, etc. There are 2200 students and over 75% of the budget goes to benefits and salaries. Remember you are not generating money, you are spending money. There needs to be a little bit of respect from the teachers and staff to the community and parents. When you see teachers enter school when your children do on a regular basis and have empty parking lots less than an hour after school, it does not speak well. Some go above and beyond and others do the minimum requirement. You need a superintendent who will lead this district with respect and care for the community. It would be great to have a superintendent who will reprimand staff who are disrespectful to students, parents, or community members. Remember the taxpayers in these towns pay for the schools and grounds and that needs to be remembered and respected. Improving academic achievement; limiting budget growth Addressing all students, especially those who do not qualify for special education services, remedial help or have a 504 plan. The students who do not fall within these categories are being neglected as all of our energy and time goes into this population. We do not need to cut back on sped services, but we do need to address and engage the children and the upper ends of achievement. Effective budget management Developing students who can think! Critical, creative thinking is not the same as high score on standardized test scores. This push for test scores is a fad and as this creates robot test takers there will be a swing back to a more balanced education. My first child graduated 2004, when there was less testing and he rec'd a better education than the other two w/ same teachers. The new change in the common core, data collection Students are not attending the best colleges they can; high school does not include enough AP and honors courses. Replacing teachers; Bringing up elementary test scores; Reorganizing the budget Facilities upgrades, core curriculum integration, improving Korn school and high school reputation and state scores, keeping and attracting talented staff. Need for more HOT integration in middle and high school, strong college candidates Improving standardized test scores, implementing common core state standards, educator evaluations. First, adapting to the Common Core, the Next Generation Science standards, and the new tests that come with the new curriculum. Second, maintaining the quality of education in the face of budget constraints and pushes to "teach to the test." I don't believe that test scores are the be-all and end-all of education. Lastly, I'd like to see a superintendent who strives for excellence for our most successful students. I don't believe that the district encourages our best students to aim high enough. declining enrollment and appropriate response; board/superintendent relationship -- board needs to be reminded of its appropriate role; marketing of a school district; understanding of the complexity and unique nature of a regional school district; Common core state standards and new teacher evaluation implementation that is reasonable Implementing common core, SBAC testing, improving technology in the schools budget better education at lower cost. Declining school enrollment and consolidation of facilities; Budget reductions and effect on town tax base. Declining school enrollment and consolidation of facilities; Budget reductions and effect on town tax base. The growing population of the school and community Changing school start times to have the high school start later and the elementary schools start earlier. School safety. Our childrens welfare and education. Negotiating reduced contracts with the unions, Budget - reduce costs without degrading school system, Identify causes of low test scores and close those gaps, Utilizing more technology and staying current, Annual comparison to other districts and look for synergies/cross sharing ideas to achieve more cost effective solutions. Passing an ever increasing budget with declining enrollments will become increasingly difficult. Needs to keep in touch with Selectmen on town changes that could impact the schools. Negotiating better bus contracts with Dattco. I wish we could blend the ID and Contemporary programs into 1 program to reduce the busing. Budget; School ratings keeping budget at a level that provides everything the schools need and also keeps the community happy, dropping admission rates (lower birth rates), changing educational standards, changing teacher evaluations
21

165. 166. 167. 168. 169.
September 2013
170. 171.
172. 173.
174. 175.
176. 177. 178. 179. 180. 181. 182.
183. 184. 185.
186. 187.
188. 189.
Increasing funding sources and amounts for RSD13; increasing parental involvement in the upcoming classes (class of 20xx), reestablishing RSD13 as a top school district in the state - keeping teachers and school administration within the district. Budget and staffing Declining enrollment, possible decommissioning of a building, mandates, More transparency when it comes to drugs and alcohol use by students. Too often these issues are handled by the school even if they did not happen on school property. There are agencies in town that are better equipped to handle these situations. Board of Education transparency, maintaining talented staff Maintaining and developing the school choice program. Developing a system that values both sports and the arts, and the idea that kids should be able to do both, without facing coaches/music directors giving them a hard time. Understanding the role that the arts play in the implementation and CCSS. Values, Budget, academic support for kids who are average B)(normal) not always about the overachiever. It's ok to be just you without having to be 12 and a junior scholar. It makes regular kids feel stupid. I feel that a important issue would be to get the board and district as a whole to understand the ID program and get them to embrace and be proud of having this in our district. Arts Integration is the CORE of the common core. I feel it would be equally important to have our community understand their options in education as well. Previously these two programs have not been celebrated and been treated equally. Cultural, financial The ability to balance the different perspectives of the BoE, teaching staff, students and that of the community and be able to speak to this balancing by communicating openly with the community about those decisions. Getting support from all is key to success of the superintendent. Budget; Uniting schools/parents/community Keeping per pupil cost from rising while enrollment declines. declining enrollment; increasing costs vs. declining funds; keeping up with technology; Controlling spending while providing the students with quality education and extracurricular experiences. Understanding that childhood is a journey not a race. Every step a child makes cannot be measured by a test. Learning happens in many ways and one size does not fit all. Student achievement; District finances 1. Keeping our higher learners within the district (why are so many leaving for private schools in 8th?) 2. Maintain the arts which are an integral part of the common core! 3. Building a better relationship between the board, Superintendent and teachers. The board and Superintendent need to be clear as to what their roles and missions are in the district and the Superintendent needs to be assertive in his/her role. 4. Examine the special ed that is provided in this district. Other districts meet state mandates at a lower cost and our district goes beyond what is mandated. 5. More challenging courses in the high school and less tutorials. 6. Look at changes in the schedule so there is a better use of student time 7. Look at consolidating schools Maximizing student performance with increasingly limited funding. It is no secret that declining enrollment is concerning. Maintaining high morale while making fiscally sound decisions will be imperative. Also, we need to continue to provide thoughtful professional development in order to deliver CCSS. Student test scores, budget The challenge facing the district is the same one facing the nation. How can we give our children a well rounded, world class education with all the pressure to test and test and test. The results of a good education are long term, not short term. What are effective, predictive short term measures and goals that don't take away from the long term goals. Assessments seem to be excessive... stress levels and anxieties are high in the students' lives... Those of us that have worked in the district for a long period of time have noticed that the administration, Board of Education, teachers and staff operate as their own units often to the detriment of the district as a whole. With all the "in fighting" about budgets, etc. the moral of this district has suffered greatly. People are leaving this district in droves. There is reason for this. It is no long a pleasant place to work. We need to get back to demonstrating the core ethical values ourselves before we can expect the students to follow suit. I also think that this district puts too much emphasis on standardized testing. We need to raise productive members of society, not just students that can regurgitate information. We need to teach problem solving, responsibility and common sense. This has gotten lost. We also have a problem in this district with letting parents run things but fall short of doing their own job of parenting at home. Sometimes, someone has to be the one to stand up and say "no". That would be the core value of "courage".
22

190.
September 2013
191.
192. 193. 194.
195. 196. 197. 198. 199.
200. 201. 202. 203. 204. 205.
206. 207. 208.
209. 210. 211. 212.
Salaries are lagging when compared to similar districts (not simply comparing salaries to schools in the DRG). If you want to hire and retain outstanding school leaders you need to compensate them. The same is true for teachers. Develop and support staff in creating a more rigorous and challenging curriculum. Keeping good staff in district appears to be a challenge. Getting to the bottom of why we lose good staff and how to retain good them going forward will be critical to keep the level of education high in district. Money is always short, but cutting staff and opportunities for all students is not the best way to cut corners. Asking teachers and staff to do more and more while not giving back to us. Staff morale. Recruiting and retaining high quality educators and offering the highest level of education possible (including gifted and talented). I think the most important challenge is to provide a balanced program for regular ed. as well as SpEd students. We have gone extremely overboard in providing for SpEd students to the detriment of the rest of the population. I would like to see a study done comparing the slide in our DRG position with the increase in SpEd spending over the last several years. Also, I think the administrative structure is way out of whack. One person on the organizational chart supervises something close to 25% of the staff. How is this productive or even possible? It's not either of those things and should be changed ASAP. This would never happen in a business model and shouldn't happen in a school district. It is impossible for one person to do a good job with this kind of organizational model. Supporting the teachers with the many curriculum changes. Improving the moral and climate of RSD13; Taking control of the position of superintendent, hiring administrators that will stay and improving school climate find teachers who can teach effectively. CCSS; Teacher evaluation; Public awareness of a teacher's typical day; Percentage of special needs students Student Test Scores, Quality of Teachers. Transition to the Common Core Curriculum - need effective and meaningful professional development in all areas; Increase student achievement and success; Operate our schools on a more efficient level (maybe not as many transitions between buildings) Keeping up with technology and professional development. Curriculum leader to help increase student performance common core transition; teacher evaluation; technology integration; decline in enrollment; community wide support for educational excellence Shortage of parental involvement Budget increasing costs, declining enrollments, unnecessary overhead costs associated with too many buildings 1) Retaining high quality staff members; 2) High quality professional development for teachers and administrators and support staff; 3) Communication with parents and community about what education in the 21st century is and needs to be Utilization study Making sure that RSD13 remains as a top school district academically and socially for the students. Clarifying the Superintendent's role as he/she relates to the Board of Education. Equal support of the two educational programs offered in the District. Declining enrollment and the impact on staffing and facility use. Declining student test scores and how to implement the Common Core and new teacher evaluation program while still focusing on what the kids need to succeed. Providing the best quality of education for our children and therefore communicating the need to pass budgets to enable this in a poor economic climate Keeping the budget affordable for taxpayers while still maintaining an excellent education for our children. Student enrollment, communication with the public, board of Ed and administrations working together. continued commitment in recognizing and maintaining the 2 programs: integrated day and contemporary; declining enrollment; maintaining excellent programs with dwindling tax dollars; transitioning to the common core curriculum and a new testing program; transitioning to a new evaluation system"
23
September 2013
Focus Groups: Methodology and Raw Data

DEMOGRAPHICS OF FOCUS GROUPS PARTICIPANTS
In addition to collecting data via the online survey, the consultants invited RSD13 stakeholders to participate in focus group discussions which were conducted on the following days: August 6, 12, 20, and 23 and on September 3, 4, and 5. The focus groups participants included: (1) school staff (certified and non-certified) from the high school, middle schools, and elementary schools; (2) district and school-based administrators; (3) district office staff; (4) high school students; (5) parents and community members; and (7) elected town officials. The chart below provides an overview of the focus groups participants clustered into broad categories for the people who attended the focus group meetings. Additionally, a percentage for each category has been calculated to demonstrate the overall representation of the "possible" attendees from each category based on current numbers of persons
Categories of Participants Attending Focus Groups

School staff (PreK-12)
(Certified and Non-Certified)
Number in the Category

58 8 8 25 23 13 135
Percent of Total Number of Focus Group Participants

43% 6% 6% 18% 17% 10% 100%
Administrators
(District and School-Based)
District office support staff High school students

(Grades 9-12)
Parents and community members

(High School, Middle School, Elementary School)
Elected town officials

(Board of Selectmen and Board of Finance)
TOTAL PARTICIPANTS:
METHODOLOGY
Focus group meetings were structured to bring participants together who were members of a specific category of constituents. i.e., parents, students, administrators, certified and non-certified school staff, district office staff, and elected officials. Persons who attended could have potentially be categorized into more than one of these broad groups; however, no attempt to sort participants beyond the general category of the intended group meeting category was attempted for the purposes of collecting focus group data. The focus group meetings ranged from 45 to 60 minutes to accommodate schedules of the participants and to avoid interruption of the instructional day. The consultants, using a PowerPoint presentation, began each focus group by introducing the search firm and consultants, explaining the intended purpose of the meeting, reviewing protocols for discussion, and providing a set of guiding questions to be explored in the discussion. Participants were asked to respond to the following broad questions:
24

Focus Group Discussion Questions
September 2013
1. What professional work experience should the next superintendent have in his/her background? 2. What specific leadership achievement record do you believe the new superintendent should possess? 3. What personal characteristics / attributes best define your "ideal" superintendent for RSD13? 4. What are the primary district issues and challenges facing RSD13 in the next five (5) years?
Following completion of all of the focus group meetings, the C.E.S. consultant (Dr. H. Kaye Griffin) and her assistant (Sarah Saunders) compiled and organized the data generated in the focus group discussions. The responses, as shown on the following pages, represent the thoughts, ideas, and comments of only those persons in the school community who chose to attend a focus group meetings that were held in August and September.
25
September 2013
RSD13 Focus Group Participants' Aggregated Comments for Question #1

Focus Group Category
Administrators
Participants = 8
Question #1:
What professional work experience should the next superintendent have in his/her background?
Has experience as a teacher or other certified position in a school setting Has experience as a building administrator/supervisor at one of three levels Has experience as a central office administrator Possesses comprehensive understanding of special education law and practices Possesses comprehensive understanding of teaching and learning Coginchaug High School and Strong Middle School Staff: Has substantial experience as a classroom teacher and as an administrator (at least half in a classroom) Has a strong public school background, including a working knowledge of educational laws and legal issues Has experience with varied districts (some large and some small) Has maintained same position for extended periods of time (continuity in past positions) Has a clear understanding of superintendents role and ability and willingness to accept those roles, possibly someone with a central office administration level experience Has political experience (understanding stakeholders, communications with the community etc.) Has promoted technology usage and special education Has experience holding his/her ground in regards to decision making Brewster Elementary School and Korn Elementary School Staff: Has been a superintendent or assistant superintendent Has at least 5 years of classroom teacher experience Has experience at a variety of grade levels, including primary level (teacher, administrator, etc.) Has a good, clear understanding of special education Has knowledge of and/or experience working in a smaller regional district Memorial Middle School and Lyman Elementary School Staff: Has taught in a classroom Preferably has served as a superintendent Has experience in a regional school district Should not be working on their doctorate, taking away from time in RSD13 Has a good working knowledge of demands and challenges of the current classroom environment Has experience collaborating with arts, theatre, sports, etc. personnel Has exposure across a variety of grade levels (supervisor, directorship, some elementary experience) Has administrative experience (building level (i.e. principal) or Central Office (i.e. Director of Curriculum position) and has worked directly with parents Has had a traditional career path (foundation in teaching, moving to supervision or administration) Should hire from outside the district (a fresh perspective) Has knowledge of multi-age programming and a variety of instructional models Have knowledge of arts integration in the classroom Should uphold the values of both Integrated Day and Contemporary programs Has been a classroom teacher Has served in an administrative school based role Has served in an administrator role in Central Office Has served as an Assistant Superintendent or Superintendent (would be a preference) Has had a stable work history John Lyman Elementary School Parents: Not necessary to have been a superintendent Has experience with an Integrated program (as a teacher, etc.) (knowing how they operate and appreciation for such a program) Has had experience with school crisis management Has had classroom experience in or knowledge of an elementary school setting Someone who has served on a Board (of education, of directors, etc.) Brewster-Korn Elementary School Parents: Has preferably have served as a superintendent or as a successful assistant superintendent Is knowledgeable about the Common Core Standards to support staff Is a parent and understands parental perspective
School Staff
(Certified and NonCertified) Participants = 58
District Office Support Staff

Participants = 8
Parents and Community Members

Participants = 23
26

Participants = 23 (Continued)
September 2013
High School Students

Participants = 25
Town Officials
(Durham & Middlefield) Participants =13
Has had some classroom experience including elementary level Has had experience with conflict resolution Coginchaug High School Parents and Community Members: Preferably (although not a requirement) have served as a successful superintendent or someone who had an understanding of the duties the job entails Is an effective manager (staff, etc.) Is able to engage and visible individual in the community Is able to manage the budget Is able to look at the district with a fresh perspective (hire externally) Has had a background in education Is able to advocate for the school Should have experience working with a board (of education, of directors, etc.) Memorial and Strong Middle Schools Parents: Has preferably have served as a superintendent or assistant superintendent Has worked with children (teacher, principal, administrator) Has worked in business management in addition to education (budgets, etc.) Has a clear about what credentials they actually do have May have successfully served as a superintendent, but not a necessity Has a strong leadership background Is able to develop a set of goals Should come in aware of the situation and with an open mind and with open ears Has an administrative background Had had a traditional career path (start at a lower position (teacher) and work his/her way up to a supervisory position) Has had classroom experience Has worked closely with students, understand where they are coming from Has some small school district experience Should have a doctoral degree (Ph. D.) Durham Town Officials: Has had successful administrative experience, preferred traditional career path classroom teacher, principal, administrator Has experience working with several different communities, e.g. diversity of neighborhoods, separate towns, etc. Has successfully managed through significant change in the school district move a district forward someone who has successfully managed change Has successfully managed adversity within school district Possesses a doctorate degree Has held a high-level administrative position for at least 4-5 years Possesses a working knowledge of small town form of government Has an area of expertise in education (e.g. scientist, technology innovation, musician, artist, special needs) Middlefield Town Officials: Should have served as a superintendent Has exceptional credentials and skill set (i.e. principal, assistant superintendent, director pupil services, strong managerial experience) Has had leadership experience in a district similar to Middlefield/Durham (regional district, small town background) Has had varied accomplishmentsinnovative thinker Has had experience implementing a small town budget Possesses a set of accomplishments that represent milestones and achievements Has demonstrated fiscal accountability/financial experience Possesses good knowledge base of Common Core State Standards Has demonstrated effective communication experience with various town Boards/officials/public
27
September 2013

Administrators
Question #2:
What specific leadership achievement record do you believe the new superintendent should possess?
Has led a school/district toward achieving improved student performance Built/maintained/managed an effective and successful budget which meets the needs of students Has a clear vision of what is necessary and can successfully articulate the vision to the public Has demonstrated exemplary and proven leadership skills and has mentored/can mentor other administrators Has a successful track record of building and maintaining community relations Has had strategic planning experience Coginchaug High School and Strong Middle School Staff: Has led a school district toward achieving improved student performance according to the goals of the mission statement of the district Has a few large, significant, real long-term achievements as opposed to many, smaller initiatives Has offered high quality, relevant, dynamic, consistent professional development Has begun to successfully implement Common Core Standards Has the ability to strategically plan ahead in regards to declining enrollment while continuing to ensure quality student learning (programs, class size, staff size) Has a record of promoting a positive and welcoming school climate Has the ability to interact with the community to increase parental involvement in student learning Has demonstrated a positive working relationship with the union toward the goal of improving student learning. Brewster Elementary School and Korn Elementary School Staff: Has been a superintendent or assistant superintendent Has at least 5 years of classroom teacher experience Has experience at a variety of grade levels, including primary level (teacher, administrator, etc.) Has a good, clear understanding of special education Has knowledge of and/or experience working in a smaller regional district Memorial Middle School and Lyman Elementary School Staff: Understands assessment of student success should be based on more than test scores and numbers on paper Has been loyal to a district/school system (longevity) Has been recognized for a positive culture and climate in a former district Should be able to demonstrate successfully collaborating with BOE Has a clear understanding of roles and responsibilities of superintendent and the BOE and a respectful working relationship and balance between the two Continually advocates for the schools, students and staff between the BOE, the community and the staff Is able to build a rapport with the community, staff, students, parents and BOE Trusts staff and is able to delegate to them (not micromanage) Is a team builder Understands and embodies the core ethical values of the district Is respected as an educator by the community, BOE, staff and students Has demonstrated success in managing special education programs Has been involved in community service organizations and /or youth service programs Possesses strong communication skills with staff, parents, community and community groups Has a proven track record in increasing student achievement and standardized test scores John Lyman Elementary School Parents: Should have led a school district toward achieving improved student performance Has improved regional testing scores (CMT, CAPT) Has help to move students from lower level courses to higher performance courses Is able to communicate effectively with the community, have gained the communitys trust Is able to show passion for beliefs (i.e. at budget time) Has experience with conflict resolution Has motivated people (to be part of the community, etc.)
Participants = 8
School Staff

Participants = 8

Participants = 23
28

September 2013

Participants = 25
Town Officials
(Durham & Middlefield)
Participants =13
Can gauge teacher morale and keeps in close contact with teachers Brewster-Korn Elementary School Parents: Has led a school district toward achieving improved student performance Has improved standardized test scores, college enrollment, etc. Is connected with the staff and takes the time to get involved in day to day activities Is able to communicate to the parents and the BOE what is in the budget to get it passed Has an open door policy and is approachable Has experience in a leadership role Coginchaug High School Parents and Community Members: Has led a school district toward a longitudinal record of achieving improved student performance Makes sure all students, of all levels and abilities are challenged and encouraged to excel to the best of their ability Is able to maintain a comprehensive high school program and have an extensive offering of electives (arts, business, trades, music, etc.) Has contributed to understanding the need for, offering, promoting and encouraging more highlevel courses to more students Has experience challenging students (encouraging them to take a harder course and get a B instead of an easier course and getting an A) Encourages staff, students and parents to take the risks of meeting high educational standards and to more adequately prepare them for college Understands the implications of policy and suggest adjustments to better serve the students and staff Is able to communicate educational policies to ensure that the policy works to better serve the students and the staff Memorial and Strong Middle Schools Parents: Students in the former district should have gone on to achieve successful lifetime goals (able to be self-sufficient, independent, able to support themselves, contributing members of society) Demonstrates evidence of starting new programs showing concern for the well-rounded child Has established programs for gifted students Demonstrates evidence that he/she has lead a district that challenges all students and encourages students to achieve to the best of their ability Demonstrate evidence of effective performance evaluations for both staff and students Demonstrate evidence that they are able to effectively manage the district staff and effectively and honestly resolve any issues that arise Has led a school district toward achieving improved student performance Has a plan to motivate students to perform to the best of their ability Is able to effectively communicate with students and the community to lead them toward a goal Has improved the general environment of a school (policies regarding safety, bullying, etc.) Works on improving overall student experience (teaching more than for good test scores, improving overall learning experience, not just testing) Is sociable with students and is approachable and visible to the students, accessible Durham Town Officials: Has led a school district toward achieving improved student performance Has demonstrated a high rate of graduation and successful entry into college of their choice as a result of strong high school programs (in a previous position) Has a record of innovation keeping up on new technological trends transitioned innovations in his practice Has skill in seeking, acquiring and implementing acquisitions of grant funding e.g. state, federal, etc. Has been affiliated with and has been active within civic organizations Possesses a strong record of successful passage of budget on the first try (communicate, justify, create a consensus) Has successfully created a partnership with an entity outside of the school district (private entity, town government, etc.) to reach a goal Has a proven record of sharing and consolidating services Has a willingness to partner with the town/government to share and consolidate services Possesses a working knowledge and/or experience working with the legislature Possesses a good working knowledge and/or experience designing a safe school system Possesses a good working experience with Board of Education Has an achievement record of attracting and recruiting and retaining high quality staff Has successfully negotiated and worked with bargaining units, employee groups to resolve problems at lowest level possible Middlefield Town Officials: Has led a school district toward achieving improved student performance (scores) Has executive-level experience Has longevity
29

Town Officials

September 2013
(Durham & Middlefield)
Participants =13 (Continued)
Has demonstrated record of achieving milestones in system in change Has had experience leading through unfunded mandates Has had an effective achievement approving budgets Has the ability to communicate value in the budget/school district Has demonstrated success in leading a district in a time of district transition Possesses positive references from existing position Has a track record where past district has competitive academic results, solid and reasonable budgets, and adaptive solutions to issues Possesses a strong track record of community involvement Has achieved grant funding Has implemented innovative programming happening in their district Has earned recognition locally or nationally for any programs Is well-networked throughout community, district, state Possesses an advanced degree Has successfully led at a time of great administrative change and poor student performance (i.e. High School)
30
September 2013

Administrators
(District and SchoolBased)
Question #3:
What personal characteristics / attributes best define your ideal superintendent for RSD13?
Possesses excellent communication skills Demonstrates professionalism Has strong organizational skills Utilizes a collaborative team-approach a sense of camaraderie/rapport Has a comprehensive understanding of 21st century skills and technology Is committed to the success of the district and students Shows genuine care and concern for students and staff Is sensitive to the community needs at large Possesses an understanding of the governance framework of the district Is sensitive to the needs of the various constituency Would be visible in the schools and the community Is approachable and has a sense of humor Is a decisive/supportive/strong leader Coginchaug High School and Strong Middle School Staff: Possesses excellent communication skills Demonstrates respect, advocacy and nurturing for teachers/staff/students Is comfortable seeking local, state and national expert opinion in a health issue Has an open door policy and is approachable Is willing to invest in/be involved in the district Is visible in important community and district events Is very highly respected by all stakeholders Possesses a great deal of professional knowledge ( be experts in their field) Is intelligent Is creative Has demonstrated ability to be a problem solver Is realistic in their expectations Trusts staff enough to delegate Has an appropriate sense of humor Is able to see the whole person (not just as teacher or student, but as a human being) Is reasonably, thoughtfully decisive (listen to all opinions, then make a clear, informed decision) Demonstrates belief in public schools (i.e. have children in public school) Creates a sense of shared vision Brewster Elementary School and Korn Elementary School Staff: Advocates for the students and staff to the BOE and the community Possesses excellent communication skills Is personable Uses core ethical value in and out of school on a daily basis Follows through with goals in a timely fashion Is prepared for meetings, presentations Has an open door policy (willing and approachable) Has a vision of where they want the district to go Is open to new ideas and flexible thinking, shared by all stakeholders Recognizes, appreciates and encourages risk taking without intimidation Is trustworthy and trusting of staff Is interested in understanding the values of the district and becoming a part of it Formulates and implements long-term goals for the district Is invested in the district and start initiatives and is around to see them through Respects the history and traditions of the district and is able to build from that strong foundation Has a positive energy Is strong and confident, communicates the positive attributes of the school district Is able to provide adequate professional development and time to implement it Is driven by the interests of the district rather than their ego/personal interests Memorial Middle School and Lyman Elementary School Staff: Should have the ability to build trust with all stakeholders Is honest Is friendly Loves children
Participants = 8
School Staff
31

School Staff
(Certified and NonCertified) Participants = 58 (Continued)
September 2013

Participants = 8

Participants = 23
Is impartial Is warm Is approachable Is a good listener Is empathetic Is cooperative Is kind Has a good sense of humor Is comfortable with a diverse population Understands and promotes the distinct roles and responsibilities of the governance team (Board /Superintendent relationships) Can delegate Understands unique characteristics of a regional school district especially financial Is a decision maker Invites input from appropriate staff members Is a non-micro manager Trusts that employees are capable of doing their job Is willing to make difficult decisions Has strong communication skills Is visible in both schools and community Is an excellent representative of the District Is a people person everyone in the District has importance and feels mutually respected Enjoys working in a warm professional environment Promotes and understands importance of technology and its trends Demonstrates strong leadership Is fair, honest, equitable leader for all staff and programs Is interested in the success of the district Puts kids first John Lyman Elementary School Parents: possesses excellent communication skills Is approachable Is able to multi-task Is a good listener Is passionate about education Is honest, straight up Is compassionate Does not placate Is responsive, reachable Makes others feel important Is fair Brewster-Korn Elementary School Parents: Possesses excellent communication skills Is approachable, knowing they will take the time to listen to and follow through with concerns Has an open door policy Is a liaison between staff and parents Is involved and visible in school and community events Understands small town mentality (tight knit community) Is motivated to allow the students to be the best they can be Knows how to compromise Is able to maintain tradition of the town and building on that foundation toward improvement Has a no-tolerance policy for bullying and drugs Coginchaug High School Parents and Community Member: Possesses excellent communication skills Is vocal about their beliefs, goals, convictions and ideas about where the district be heading Is visible and accessible in the community and with the students and the staff and parents Has high expectations of students and staff Is trustworthy (to staff, students, community members, parents) Embodies the core ethical values and the district mission Memorial and Strong Middle Schools Parents: Possesses excellent communication skills Realizes that children are children first and students second (realize they are people) Is approachable Is well-liked and well-respected Should not be a politician (honest and up front and follows through) Be impartial Be objective in decision making
32

September 2013

Participants = 25
Town Officials
Is decisive Has a strong character (a partner to the boe, not work for the boe) Is not be afraid to make big changes Is open to parent and community involvement and opinions Is innovative Has common sense Values proven research Is a good leader who recognizes the experts under him/her Possesses excellent communication skills Is sociable and visible Is visible in the community and school activities, sporting events, etc. Makes an appearance at big school events Is approachable and accessible Makes it known what his/her position (superintendent) entails and does Is able to express themselves in writing (grammatically, clear, speaks to the average person) Has a personable presence, especially during a crisis (letting students know what is happening, keeping them informed) Is motivated towards achieving goals Takes into account the students and what they are experiencing (having standard rules for all students) Has rules that are practical, pragmatic and helpful to the students Is able to stand their ground (have backbone) in the face of adversity; be open to different options (not give in to one complainant) Is able to differentiate between a legitimate problem and someone who is personally unhappy with a policy Makes decisions and policies give more explanation and rationale for decisions Explains policies to both parents and students (how they affect everyone) Is a decisive leader; stand firm in regards to decisions Durham Town Officials: Possesses excellent communication skills Would be visible to the students, staff and townspeople Demonstrates high energy Is likeable, approachable, charismatic not intimidating Says we more than I Is innovative Is cooperative Is a change agent Is sensitive to the needs, feelings of the community Sees needs of community and can successfully communicate it to the public vision into the future Shows commitment to the community and support community projects Is aware of what community can support regarding school district Is accessible and willing to participate in town projects, respond to town emergencies as part of town unified command Is collaborate with town officials and engages in shared decision making Makes sure that the high school guidance department is organized and communicates to parents and students regarding information about applying for grants, scholarships money and financial aid Middlefield Town Officials: Be highly visible Extraverted part of community Committed to remaining in the district Maintains strong communication with community (Boards, Commissions, Public) Adept at streamlining the budget without simply reducing staff Critical thinker Innovative thinker Well-versed in many educational theories and research Courage to listen to other ideas take constructive feedback in a meaningful way Trustworthy can earn trust in regard to district finances Ability to accurately assess situations Ability to make change Ability to change the narrative with public in regard to budget Ability to present a transparent budget to gain community buy-in Someone who can change the way people think about budget and school district overall Displays a quiet confidence Has a presence Has a sense-of-humor Has outside interests/hobbies/well-rounded person
33
September 2013

Administrators
(District and SchoolBased)
Question #4:
What are the primary district issues and challenges facing RSD13 in the next five (5) years?
Managing resources to ensure a high quality education for all students in light of fiscal constraints Participating in and managing of a facilities study Preserving the mission of the school district Implementing the CCSS (Common Core State Standards) Promoting the value of the district in the face of declining enrollment in a challenging economy Understanding and following the CABE/CAPSS governance model for Boards of Education and the Superintendent Coginchaug High School and Strong Middle School Staff: District faces issue of declining student enrollment and implications Implementing Common Core Standards Increase in special education students (reputation of maintaining high quality special education program, maintaining funding for special education programs) Passing the school budget without multiple referendums Increasing number of students reading below grade level Lack of parental support/involvement for academics Unbalanced support for academics and athletics Increasing economic disparity (budgetary as well as within the student population) Staff morale issues needing to be addressed Consistent leadership at all administrative levels Looking more broadly at a more comprehensive district strategic plan (a unifying plan for all to follow instead of multiple plans that conflict) (resources, time, practicality, efficacy) Effectively following a comprehensive strategic plan SEED implementation (teacher evaluation system) Brewster Elementary School and Korn Elementary School Staff: Needs to be a liaison between BOE and the staff (explain why funding is needed in certain areas) Declining student enrollment and implications (closing a building, combining programs, Common Core implementation, etc.) Declining school district image/reputation (in regards to test scores, performance) Implementing the Common Core Standards (lack of resources, guidance, professional development, parental/community understanding and involvement, etc.) Finding a balance with the two programs (financial, Common Core Standards, etc.) Improving working relationship between town people and superintendent Maintaining a sense of pride in school system Explaining the budget to demonstrate need for budgetary allocations Increasing communication with parents and community members Memorial Middle School and Lyman Elementary School Staff: Maintaining resources to meet demands of declining student enrollment Maintaining and value program choice (Contemporary and Integrated Day) despite declining enrollment Losing middle school students to high schools outside of the district Sensitivity and balancing the quantity of initiatives that staff have to contend with Putting additional stress on the students to meet the demands of test scores Properly marketing school success to the community (value and success beyond test scores) Offering a balanced curriculum to prepare students for college/adult life (academics as well as arts, theater, etc.) To serve the social, emotional and academic needs of all students Recognizing the value of elective courses (technology, vocational courses, arts, life skills, etc.) Value alternate post-secondary career paths other than college Having equitable distribution of resources (class size, remedial support, special education support, etc.) Finding a good balance of parental involvement (respecting the role of the teacher as professional) BOE should visit the schools regularly to achieve a better understanding of school system
Participants = 8
School Staff
34

Participants = 8
September 2013

Participants = 23

Participants = 25
Implications of declining enrollment space utilizations and future staffing profiles Leadership in support of program choice (Integrated Day and Contemporary). Promote equality. Implementation of the new Educator Evaluation Plan Implementation of the Common Core Budgetary constraints due to fiscal climate and its impact on programs and facilities Help us "heal" as a school district John Lyman Elementary School Parents: District faces challenge of declining student enrollment and implications District faces trouble funding for the HOT program District faces the implementation of the Common Core State Standards District faces the implementation of the Smarter Balance program District faces the integration of technology District faces the issue of safety in the schools District faces the high turnover of teachers and staff due to conflict of values and needing to follow mandated programs District faces the lack of education regarding budgetary concerns to support mandated laws Placing someone who shows leadership; advocates before BOE for the community and the students Brewster-Korn Elementary School Parents: Study further reasons for declining student enrollment and implications Passing a budget each year Balancing working with a small budget and increasing the quality of the education Addressing the quality of education for students of all performance levels (from special needs to high achievers and everyone in between) Successfully implementing the Common Core Standards (improving from year to year) Improving process and timeline for hiring quality teachers when a teacher leaves suddenly (maternity, illness, etc.) Having an effective and efficient transportation system due to budget cuts Coginchaug High School Parents and Community Members: District faces issue of declining student enrollment and implications Performance expectations of students and staff should be raised Address the issue of ongoing debate for two educational programs (Integrated and Contemporary) Limited funding and deciding where the money should best be spent to benefit students Balancing academics, arts and athletics and look to increase emphasis on academic electives Multiple and competing school improvement initiatives, particularly at the high school Reconciling the void that will exist of changing state testing programs and meeting state competencies Putting together an effective high school administrative team including guidance services and special education team Memorial and Strong Middle Schools Parents: Adjusting programs and resources to meet demands of declining student enrollment (two programs: Integrated Day and Contemporary programs, perhaps combine programs at a middle school (grades 5-8) level to allow for homogenous classrooms) Addressing issue of loss of high school students to schools outside the district Working to improve imbalance in the offering of courses for students of all abilities (no gifted programs elementary schools through grade 7) Addressing the lack of opportunities in the visual and performing arts at all grade levels School start times need to be reevaluated given the evidence of improvement with later starting high school and earlier starting elementary school (recent research and evidence) Addressing and managing unwillingness to change in culture of the district without losing district support (a change agent) School budget; using resources to best benefit the district Lack of trust that BOE is listening to parental input in the district New superintendent should not be currently working in the district; need to hire from outside the district. Traditional foundation of education should be stronger (elementary math facts, writing, reading, cursive writing Should embrace use of technology without losing traditional methods Students should be able to utilize the skills they are taught With declining student numbers, closing a school could save money Facing the issue of declining student enrollment and implications (may be temporary due to recession) Addressing issue of graduates leave the town, no new students coming in (fewer kids per household) Addressing issue that the town is hard to live in (taxes are high, expensive to live here; only stay for the school system; parents leave after kids have graduated) Having an unfinished sports complex (projects are at a standstill due to funding)
35

September 2013
Town Officials
Effectively integrating new technology and training into the district Integrating the Common Core standards more effectively (earlier in the school career) Unnecessary snow days; waiting to call snow days (last minute) Making students and parents aware of changes, especially those that impact the students directly Increased number of special education students: being prepared to serve these students Lack of racial diversity in the school (focus has been on teaching tolerance of other races despite the lack of racial diversity) Be able to effectively and comfortably communicate with students (of all grades), not just adults Hiring a new principal (other administrative staff) Durham Town Officials: Adjusting programs and resources to meet demands of declining student enrollment while maintaining quality of education specifically dealing with challenges that would include decommissioning a school, consolidating a school Achieving efficiency and effectiveness without sacrificing the quality of the education challenging teachers to be more motivational Addressing the morale issue with staff as a result of changes in the school district can instill confidence with staff and residents Building up trust with school district and community Addressing declining test scores (DRG) Restoring some pride & reputation excellence in education Leading district towards meaningful implementation of character development Increasing demand and external pressure for educational mandates Implementing shared services, consolidate to save money within the district Keeping students competitive within a global environment Middlefield Town Officials: Addressing the reduction in student population and how it will effect cost/budget Responding to building utilization study Improving fair student test scores Changing the past practice of 3.5 & 4% budget increases Balancing one school community that is smaller and poorer than the other regional district Addressing the resentment that budget passes in one town; not the other Uniting the two communities in the region Repairing school district relationship with citizens of Middlefield Understanding the tax burden on residents
36

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ONLINE SURVEY AND FOCUS GROUP DATA FILES Regional School District 13 Superintendent Search - 2013 Community Assessment

C.E.S. Executive Search Services

RSD13 Superintendent Search

Online Survey: Methodology and Raw Data

C.E.S. Executive Search Services

RSD13 Superintendent Search

Demographics of Online Survey Respondents

Ranked Responses to Question #1:

Respondent Categories - Demographics

Respondents Percent of Pool

C.E.S. Executive Search Services

RSD13 Superintendent Search

Survey Responses - Questions #2 - #7

Type of Professional Experience

Private sector management/leadership

Ranked Responses to Question #3:

Formal Educational Background

C.E.S. Executive Search Services

RSD13 Superintendent Search

Ranked Responses to Question #4:

School Improvement Achievement Record

C.E.S. Executive Search Services

RSD13 Superintendent Search

Ranked Responses to Question #5:

C.E.S. Executive Search Services

RSD13 Superintendent Search

Clustered Responses to Question #6:

7. 8. 9. 10. 11. 12.

18. 19. 20. 21. 22. 23. 24. 25.

C.E.S. Executive Search Services

RSD13 Superintendent Search

44. 45. 46.

C.E.S. Executive Search Services

RSD13 Superintendent Search

54. 55. 56. 57. 58. 59. 60. 61.

76. 77. 78. 79.

C.E.S. Executive Search Services

RSD13 Superintendent Search

82. 83. 84. 85. 86. 87. 88. 89. 90.

91. 92. 93.

94. 95. 96. 97. 98. 99.

103. 104. 105. 106. 107. 108.

C.E.S. Executive Search Services

RSD13 Superintendent Search

110. 111. 112. 113.

114. 115. 116.

119. 120. 121. 122. 123. 124. 125. 126. 127.

128. 129. 130. 131. 132. 133.

C.E.S. Executive Search Services

RSD13 Superintendent Search

138. 139. 140. 141. 142. 143.

C.E.S. Executive Search Services

RSD13 Superintendent Search

175. 176. 177. 178. 179. 180. 181.

182. 183. 184.

C.E.S. Executive Search Services

RSD13 Superintendent Search

194. 195. 196. 197. 198. 199. 200. 201. 202.

203. 204. 205. 206. 207. 208.

209. 210. 211. 212. 213. 214. 215.

C.E.S. Executive Search Services

RSD13 Superintendent Search

Clustered Responses to Question #7:

10. 11. 12. 13. 14.