ACSA Superintendents Academy - Sacramento 2/13/16

ACSA’ s Superintendent’s Academy
February 13, 2016
ACSA Sacramento
Jim Negri

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Identify Board of Education, community
and staff expectations for a new
superintendent.
Learn processes to assess leadership,
change, budget, & planning needs of a
new district.

3
Acquire effective ways of working with
staff (cabinet, management, certificated &
classified), the board, including individual
board members, politicians, community
members and others.
Gain awareness of different constituencies
in a school district and develop a plan to
communicate with them.

4
Gain awareness of the importance of the
initial district assessment and the
development of change plan.
Begin developing a plan of action for the
first year as superintendent which
includes identifying a mentor or coach.

5
Identify historical changes.
Develop a relocation plan.
Recognize the warning signs.
Understand the importance of
visibility.
Provide participants with key
questions to ask.

6
On an index card, write one question
that you would like answered by the end
of the day.
Write as many questions as you wish or
your brain can handle on a Saturday
morning.
When you finish writing questions, turn
in the cards.

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What do you really know about the
board that just hired you?
What do you know about the district,
the staff, and community?
DYKWYDKBN2K2S?

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 Demographics
 Strengthens and weaknesses
 SWOT or SWAG
 Assessment data
 Subgroups (LCAP)
 Trends
 Curriculum (CCSS)
 Implementation
 Programs and interventions
▪ Title I, RtI, EL,WASC
 FCMAT Reports

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Professional development
Employer-employee relations
The budget - LCFF
The budget - LCAP
The budget – Special Education
 Do you have a great CFO/CBO?
Do you have a great Ed Services?
Friends and foes

10
Where are the skeletons buried and who
is going to tell you?
What do the unions know about you?
Who gets to see your contract?
How will you be introduced to the staff,
parents, and the community?
 Do you have a “stump speech” and/or
vision statement?

Clare Boothe Luce once told President
John Kennedy that a great man is a
sentence. Video https://www.youtube.com/watch?v=AyRu7k70Jhc
What will be your sentence as a great
superintendent?
Write your sentence on the worksheet.
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 Form a triad and identify A, B & C.
 A reads his/her sentence and in 1 minute
shares how the sentence drives your work
while B & C listen without comment.
 Repeat the process with B & C reading his/her
sentence.
 Each person has 1-2 minutes to reflect upon
or share something he/she learn.

What will be your sentence as a great
superintendent? (Daniel Pink)
 What have I done to achieve it?
 Has what I have done today been
better than yesterday?
 If not, what do I need to do?
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Do you know and understand why you
were hired?
 Past Experience - Superintendent
 Curriculum, Instruction and Assessment
 Communication
 Community involvement
 Strategic planning
 Bond and parcel tax elections
 High school
 What makes you marketable? (list 3 things)

Courage is not the absence of fear — it's
inspiring others to move beyond it
Lead from the front — but don't leave
your base behind
Lead from the back — and let others
believe they are in front
Know your enemy — and learn about his
favorite sport
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Keep your friends close — and your
rivals even closer
Appearances matter — and remember
to smile
Nothing is black or white
Quitting is leading too
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Overestimating your strategic
capabilities.
Valuing being right over being effective.
Failing to balance the what with the
how.
Not seeing your impact on others.
Believing the rules don’t apply to you.
Thinking the present is the past.
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Failing to focus on the vital few.
Taking for granted your team model.
Overrating the talent on your team.
Avoiding the tough conversations.
Trusting the wrong individuals.
Not developing real successors.
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Failing to capture the hearts and minds.
Losing touch with your schools.
Treating information & opinion as fact.
Misreading the political landscape.
Putting personal ambitions before the
district (students).
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Changes to the status quo.
Underestimating the competition.
Being overly optimistic.
 Based on the work of Robert Bruce Shaw in
Leadership Blindspots: How Successful Leaders
Identify and Overcome theWeaknessesThat Matter
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PromoteYourself
AccelerateYour Learning
Match Strategy to Situation
Secure EarlyWins
Negotiate Success
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Achieve Alignment
BuildYourTeam
Create Coalitions
KeepYour Balance
Expedite Everyone
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Do you know and understand why you
were hired?
Whatever the reason, you are now the
cultural leader for the district.
 What does it mean to be the cultural
leader?
What is the culture of the district?
 One tool

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Cultural Museum – Has been very
valuable/useful, but has served its
purpose and needs to be retired
For Sale –Willing to haggle and give it
up
Toxic Dump – Hinders the operation of
the district or creates problems
Not For Sale – A core value

Relationships first (too fast/too slow)
Honor the implementation dip
Beware of fat plans
Behaviors before beliefs
Communication during
implementation is paramount
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Learn about implementation during
implementation
Excitement prior to implementation is
fragile
Take risks and learn
It is okay to be assertive
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If the leader comes on too strong, the
culture will rebel. If the leader is overly
respectful of the existing culture, he or she
will become absorbed into the status quo.
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Becoming a Superintendent
Effective Superintendents: ECRA
Literature Review
Rookie Smarts
Female Superintendent Leadership
Family Considerations
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 Introduces you to the to the staff, parents,
students, and community.
 Provides some information, but critical
information, about you.
 Dispels rumors.
 Describes district goals.
 Explains where we are, where we want to go,
and how we will get there.
Honors the past!
 Sets a positive tone.
 Walk the talk/Talking the walk.

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What is the transition plan with the
former superintendent?
 Can you talk with him or her?
 With whom can you talk?
 Who has the history?
 Who has the inside story?
 How much do you need to know?
 How do you find out?

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Is it different if you are already in the
district?
 Yes, no, and, sometimes, maybe.
 You know the district and they know
you.
 You need to change, but they may or
may not understand the change you
must make.

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 Whether you are replacing a previous, long-
serving and popular superintendent or a short
term, ran out-of-towner, your predecessor
will have communicated a set of
expectations, rituals and operating practices.
 Find out what they were, but you need to
take charge of your leadership team by
letting them know clearly how you will
operate and what you need from them.

34
 As the new superintendent, list 10 critical
stakeholders.
 Assuming everyone is available to meet
with you, prioritize the order in which you
would meet with the stakeholders.
 With one other person who was not part of
the triad, share your top two and your
rationale.
 See if any stakeholder is unique on your list.

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Board members
Administrative Assistant
Cabinet members
Department heads
Principals/LeadershipTeam

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Union presidents
CTA/CSEA/SEIU/field reps
Parent/Foundation leaders
Community leaders
Who are they?
What about the critics?

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County superintendent
 SELPA
 ROP
 JPAs
Community College Districts
Media
 Keep the media in your corner.
 PIO
 Webmaster
Other “Influencers”

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Students are your most important
stakeholders.
 Kids Come First
As superintendent, you are the chief
advocate for every student in your
district.
“We are educating the next generation of
citizens in a democratic society.”

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What does the district do well?
What does the district need to do
better?
Where does the district need to be in
three to five years?
What are your top three priorities?
Is there anything else that you think I
should know?

Careful entry into the new setting
Listening to and learning from those who
have been there longer
Engaging in fact finding and joint
problem solving
Carefully (rather than rashly) diagnosing
the situation
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Forthrightly addressing people’s
concerns
Being enthusiastic, genuine, and sincere
about the change circumstances
Obtaining buy-in for what needs fixing;
and
Developing a credible plan for making
that fix
41

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What are your hopes and dreams for the
district?
Why did you run for the board?
Who are the key stakeholders in the
district?
Who are your key constituents?
 What are their issues and concerns?

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 What are the best aspects of the
GovernanceTeam’s working relationships
that we need to preserve?
 What are some aspects that would make
the GovernanceTeam stronger?
 Don’t single out board members.
 Make it clear that you will not get involved
in board politics.
 In your opinion, what is the best thing that I
can do for the district this year?

44
 Use a weekly Friday Letter to let board
know what is on the upcoming agenda and
important events in the district.
 It gives them a “heads up” so that are not
caught by surprise at the store or soccer
field.
 TWTWTW
 You can then always use the “if you recall, in
a recent update (or weekly newsletter) I
reminded or informed you….

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Remember that you have 5 - if you are
lucky – bosses.
Listen to each, but remember it takes 3
to direct you to do something.
Spend time with each board member
getting to know them as people.
 It will give you great insight to their
likes, vision for the district, what
programs they support, etc.

46
What are the most important things
that I need to know about the work that
you do?
What are the systems that have worked
well in the past and that we need to
retain?
What are the issues with which I need to
address most immediately?

47
Who are the opinion-makers in the
district, at the sites and in the
community?
In your opinion, what are the greatest
strengths and the greatest needs for the
district? (SWOT)
What is the best thing that I can do for
the district this year?
How can I help you to be successful?

48
Meet informally with all employees at
their work locations.
Wander through your central office and
say hello to people as they are working.
When you ask, “How’s it going?” be
prepared for an earful.
 “Wear a Bullet ProofVest”
Manage by walking around.

49
What is the most important thing that I
need to know about your organization?
What is the most important thing that I
need to know about the working
relationship between your organization
and the district?
In the past, what has worked well
between your organization and the
district?

50
Are there some areas in which our
relationship can be strengthened?
Who are your key constituents?
 What educational issues are important
to them?
In your opinion, what is the best thing
that I can do for the district this year?

51
Tailor from previous questions, but
adopt to the specific organization.
 PTA/Parent Clubs/Booster Clubs
 Educational Foundations
 Parents of African-American, Hispanic-
Latino, Special Ed students
 LCAP Steering Committee, DAC,
DELAC

52
 Unless we find a way to address _________,
then we will never _________.
 Unless we find a way to address the impact
of social and economic differences on
educational achievement combined with the
increasing diversity of our community, then
we will never be able to ensure that every
student succeeds in our district.

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 If only we could __________, then we would
have a school district characterized by ______.
 If only we could draw upon our ability to
create partnerships, together with the
unique resources near us, then we would
have a school district characterized by
students acquiring knowledge, skills and
attitudes through association with science
and technology professionals.

54
Develop a matrix to cross-reference
responses.
Identify the “quick fixes.”
Prioritize.
 You can’t do everything the first year!!!
Send a hand-written thank you note.
 Have a distinctive note card.

55
District LCAP, strategic plan & other Plans
Policy and Regulations manual
 Be certain to look at the Board Bylaws
(BBs) in the 9000 section.
 Find out if these BBs are currently
followed.
Employee handbook
Safety & Emergency Plans
Budgets & Audits reports

56
Employee contracts
Board minutes from the past several
months
Facilities and construction plans
Agendas and minutes
 Cabinet, Management Principals, etc.
Student achievement data reports and
planning documents

57
Site plans and other plans (LEAP, Safety)
Decision-making models and other
district processes
The documentation of a major
issue/challenge/problem on which the
district has addressed in the past 6-12
months
What else?

58
Communications that are sent regularly
by the District.
 What are they?
 Who writes them?
School newsletters
Local media including blogs

59
Relationships will make or break you!
How do you build the relationship?
 With whom do you meet?
 Where do you meet?
 Do you have an open door/direct
phone line policy?
 How quickly do you get back to
people?
Relationships will make or break you!

60
 Principals are the face of their schools, but a superintendent
is the face of and the spokesperson for the district to many
agencies, organizations, and individuals who don't currently
have children in the schools, and even many of those who
do.
 When new in the position, sitting in your office talking on
the phone and sending emails can be important ways to get
business done, but being visible at as many school and
community events as you can calendar is essential.
 What community organizations are critical to your success?

61
Allows people to get to know you and
you people.
Be interested in people – everyone.
Ask questions to gather information,
but listen!
You can learn a lot by listening.
Who said it?
Allows you to get to know people.
Builds credibility & trust.

62
Visit schools at least weekly, if not daily.
Spend time in
 Classrooms and on the playground
with and without the principal.
 Staff workrooms & lunchrooms.
 At the drop-off & pick-up spots.
 Staff & parent meetings.
Visit support staff.

63
Buy a clock with 36 hours in a
day.
You may get 4 hours of sleep.
Create a balance between work
and home.
Eat right, exercise and relax.

64
 Meet individually and as a board ASAP.
 Try to have a board “retreat/workshop”
before staff returns to build a positive
working relationship with the board.
 Establish or clarify the mission, vision, and
goals.
 Establish board-superintendent protocols.
 Who does what and how.
 Board adopted?

65
Establish goals and objectives
 District
▪Do they already exist?
 Is there a strategic plan?
▪“You will implement.”
 GovernanceTeam
 Personal
▪Be clear & don’t over promise!

66
Establish an evaluation process &
timeline.
 Is it in your contract?
 Are there benchmarks?
▪What’s past practice?
▪Can you live with it?

67
Be clear about your communication with
the board.
 Friday Letter
 Email vs.Voice Mail vs.Text Message
 1:1 meetings
 Board President meetings
 No surprises – but sometimes it still is
a surprise!

68
Limit board initiatives.
 Develop shared knowledge and
expectations.
Go slow to go fast.
Know each board member’s issues, but
remember you work for the board.
 Never play favorites!
 No surprises!

69
 Hold a Board/SuperintendentWorkshop
to develop working protocols for the
GovernanceTeam
 The board that hires you this spring may
not be the same board in December.
▪SRVUSD
▪MVWSD
 Article: Board Relationships 101

70
 Board member-to-board member
agreements
 At the board meetings & closed session
 Away from the meetings
 With the media, staff, and community
 Separating the role of parent from Board
member
 Handling complaints from staff, parents,
and community
 When a member violates an agreement

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 Conducting the business of the District
 Developing the agenda.
 Public comments in the meeting.
 Supporting the decision of the majority.
 Meeting the requirements of the Brown
Act.
 The best way to communicate to all Board
members between meetings without
violating the Brown Act.
 Avoiding micromanaging.

72
Establish expectations of the board for
the board president.
 Define the role and function.
 Identify specific acts board members
request of the president.
 The board’s expectations of the
superintendent.
The superintendent's expectations of
the board.

73
Develop a written summary/set of
protocols/Board Handbook.
Be clear about what things are the
superintendent’s responsibility vs. what
things are the board’s responsibility.
 What happens when there is a
disagreement?
 Be clear on your “non-negotiables.”

74
Just because you have the title doesn’t
mean that you have all of the answers.
And, when in doubt, always say to your
board, “I don’t know, but I’ll find out” –
and then find out and get back to them
with the information as soon as
possible.

75
Identify two or three things on which
you can “hit a homerun” relatively
quickly.
Identify two or three things where you
can make you unique mark on the
district.

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Get a mentor or coach.
 Negotiate it.
Be involved with a local network of
superintendents.
 Formal and informal
Engage in professional development.
 ACSA
▪Leading the Leaders/ELC/Symposium

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Managing daily and long-term tasks is
critical.
Have systems in place.
Daily meeting with administrative
assistant.
Ticker files
Annual calendar.
Board packet process.
Technology

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Follow up on ALL
commitments you make
and don’t make
commitments that you
cannot honor.

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Jim Negri, Consultant
Jim Negri Leadership
650.996.9173 (cell)
ciaojim@att.net
doppiojim@gmail.com
www.jimnegrileadership.com (work in progress)
http://facebook.com/ciaojim
@ciaojim (Twitter)

ACSA Superintendents Academy - Sacramento 2/13/16

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