Showing posts with label Illinois Association of School Boards. Show all posts
Showing posts with label Illinois Association of School Boards. Show all posts

Friday, January 27, 2012

It appears the BOE is tracking curriculum changes

So, if you are not pleased with how it's going, be sure and let them know. The following is excerpted from an Jan/Feb 2012 article on the Illinois Association of School Boards website entitled "Reading: Pumping up the Basics"...

The reason why the BOE meeting schedule was changed (from the article)
In order to keep track of the curriculum changes that are being implemented, the District 150 board has modified its meeting schedule. While the board still meets twice a month, one meeting is devoted to business with a 10-minute slot allotted for teacher or student presentations. The other meeting allots from 30 minutes to two hours for individual program presentations and discussion topics. These in-depth explanations also give the community the transparency and information that they have been asking for.

The District’s literacy plan is COMPLETE (from the article)
With the beginning of the 2011-12 school years, District 150 embarked on an orchestrated quest to pump up its reading scores on the Illinois Standard Achievement Test (ISAT). The multi-pronged approach is supported by teachers and tutors in the classroom all the way up through the superintendent and the school board.
 “We really want the board to see how this is working; Becky (Lindholm) and Shameika (Sykes-Patterson) can go through programs with them and not be concerned about the amount of time allotted.” Board President Butler
The basics of the change involve a daily dedicated 90 minutes of reading instruction throughout the elementary grades and an additional 45 minutes of grouped reading work every day. While the 90-minute reading block was in place before, it has now become sacrosanct. No student can be pulled out of that 90-minute reading block — not for speech, not for band, not for anything.

Superintendent Lathan knows that in order to make a difference, the district — from the board down to the teachers — must follow the plan that has been created. “This has to be done with fidelity,” Lathan said. To achieve that fidelity in the classroom, the district is providing professional development for teachers and principals on the new balanced literacy program, doing walk-throughs in classrooms to observe progress and implementing coaching where help is needed.

The district’s ambitious three-year strategic plan shows much work remains to be completed by 2014. But the important strategy of creating a new literacy program is checked off as complete. Read complete article here…

Tuesday, September 8, 2009

Hiring a New Superintendent - Some Appropriate Roles

I am trying to understand exactly what phase District #150 is in as far as hiring a Superintendent. The Search Committee has been in place for close to a year now (since last October); a school board member is currently fielding comments on her blog about whether the person should live in the District and/or whether the Search Committee has sent somebody forward who may have a "bias toward charter schools"; and the District has a how do you like em' survey where you can vote on which quality you want to see in a Superintendent.

I am hardly all knowledgeable about Peoria schools or the school District, nor do I strive to be. However, I remember reading an article on the Illinois Association of School Boards (IASB) website about appropriate roles and timing that school boards should adhere to as far as hiring a Superintendent.

The bottom line is the School Board is responsible for setting the criteria for and hiring of the Superintendent. Not the people who may have helped a school board member get elected; not the news media; and not a Search Committee. The article from the ISBA follows...

There are appropriate roles for citizens and news media in the hiring of a new school district superintendent. There also are some inappropriate roles that can make selection of a new superintendent a school board nightmare.

The problems arise when: interest groups publicly demand to interview candidates for the job and to express their opinions as to who should be hired, and/or the identities of candidates are leaked to the news media.

The first problem is sure to discourage serious candidates and likely to result in a mismatch between the superintendent and the school board. (If the board expects the new superintendent to be accountable to the board, then the board must do the hiring, not the teachers union, business community or local television station.)

The second problem creates embarrassment for candidates who had been getting along fine with their current employers and is likely to result in withdrawals, not to mention a reduced pool of candidates the next time that school board goes looking for a superintendent.

To prevent such situations from arising, a school board that is about to launch a superintendent search must clearly establish its role as the employer. School boards are elected to represent the public, and one of their most important jobs is to employ a superintendent. Interviewing finalists and selecting the one who best meets the school district's needs is the job of the school board.

Activities that are appropriate to an election have no place in the selection of an educational leader for the school district.

It is not appropriate, for example, for a school board to present candidates to the public and make a selection on the basis of a popularity poll. News media representatives who advocate public forums evaluating candidates confuse election campaigns with the employment process.

By the same token, news media representatives who treat candidates for the superintendency like public celebrities create a reputation for their school districts that discourages successful administrators from becoming candidates.

To accommodate those eager for involvement and preclude unreasonable demands, the school board should establish procedures for ascertaining the views of the community in establishing qualifications and standards for the superintendency. There are many ways to seek these views, including surveys, committees, public hearings, and just generally listening to what people say they would like in a new superintendent. Newspapers and broadcast media can play a key role by encouraging interested people to speak up and publicizing different points of view as to what the district needs.

However, public discussion of what the district needs in a superintendent must come long before the pool of applicants is narrowed down to a few finalists. Identifying desired qualifications and characteristics should be an initial step, for this information plays an important part of the board's advertising to solicit candidates.

During the final stages of the selection process, there probably are key persons in any community that a prospective superintendent might want or need to meet. Matching a superintendent with a community is usually a two-way sales situation, so the community must sell itself to the candidate as well as vice versa. A school board might arrange for two or three finalists to meet key school-community leaders.

A school board might also provide a public explanation of the consequences of inappropriate procedures. A mismatch between the job and the person ultimately hired results when candidates receive a distorted picture of who the employer is. And when news reporters use personal contacts to learn the identities of candidates for the superintendency and publicize their names and their current employers, candidates become leery of applying for the job--including perhaps the very one who would have been best for the district.

School boards, community leaders and news media should work together in their appropriate roles in seeking the very best educational leader for their schools.