JUDGEMENT AND PROBLEM ANALYSIS
1. Identify the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes, and reframing possible solutions;
2. Demonstrate adaptability and conceptual flexibility;
3. Assist others in forming opinions about problems and issues;
Educational Leaders have decisions that they must make based on law and policy. While students, staff and community may not agree, these can be the easy decisions as they often make themselves. However, there are multiple decisions and initiatives where input from various constituents is necessary and desirable. As a Superintendent, I will remember the value that having an established Leadership Team has provided in moving forward with both learning and trust in the buildings in which I have served as Principal. A variety of voices must be at the table, not just the "yes" people who become an educational leader's cheerleaders. These people need to question, debate, disagree, agree and then be united in the outcomes from their work. A racially conscious Superintendent uses her Leadership Team to keep issues of equity and access inside of every conversation and decision.
Leadership Team Work - LT Notes
4. Reach logical conclusions by making quality, timely decisions based on available information;
5. Identify and give priority to significant issues;
St. James Public Schools was invited by the Minnesota Department of Education to be part of a pilot to assist schools in measuring the effect of a school's culture and climate on its ability to impact learning. This work was completed through the National School Climate Center at Colombia University in New York. As an administrator, I was involved in this project from the inception of the Comprehensive School Climate Inventory (CSCI) and worked closely with our Community Education Director who managed the project for our District. I was the staff person responsible for disseminating the results of the surveys and the work based on the survey results to our students, staff, Board of Education and community. As a racially and socially conscience Superintendent, the lessons learned from this process were significant. Students, staff and families were able to truly reveal their understanding of our expectations and whether each is treated with dignity. Much of the work in the Middle/Senior High School in the coming academic year will be based on the lessons learned from all segments of our student population: White and Hispanic, gay and straight, female and male, 6th grade and 12th grade.
Comprehensive School Climate Inventory presentation - CSCI
6. Demonstrate an understanding of and utilize appropriate technology in problem analysis;
7. Demonstrate an understanding of different leadership and decision-making strategies, including but not limited to collaborative models, and model appropriately their implementation;
8. Demonstrate knowledge of how to balance varied and competing interests to assure the mission and vision of the school district is carried forward.
The St. James Board of Education and committee of staff members embarked on gathering data and information for a Strategic Plan during the 2013-2014 academic year. This Plan was updated in the fall of 2014 and then was not addressed again until the middle of the 2015-2016 academic year. I updated the data and information for this purpose and presented the revisions to the Board of Education and community at a Board work session. As we continue this work, the Superintendent must keep all students and populations at the center of discussions and decisions.
St. James Strategic Plan, revised fall of 2015 - Strategic Plan
1. Identify the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes, and reframing possible solutions;
2. Demonstrate adaptability and conceptual flexibility;
3. Assist others in forming opinions about problems and issues;
Educational Leaders have decisions that they must make based on law and policy. While students, staff and community may not agree, these can be the easy decisions as they often make themselves. However, there are multiple decisions and initiatives where input from various constituents is necessary and desirable. As a Superintendent, I will remember the value that having an established Leadership Team has provided in moving forward with both learning and trust in the buildings in which I have served as Principal. A variety of voices must be at the table, not just the "yes" people who become an educational leader's cheerleaders. These people need to question, debate, disagree, agree and then be united in the outcomes from their work. A racially conscious Superintendent uses her Leadership Team to keep issues of equity and access inside of every conversation and decision.
Leadership Team Work - LT Notes
4. Reach logical conclusions by making quality, timely decisions based on available information;
5. Identify and give priority to significant issues;
St. James Public Schools was invited by the Minnesota Department of Education to be part of a pilot to assist schools in measuring the effect of a school's culture and climate on its ability to impact learning. This work was completed through the National School Climate Center at Colombia University in New York. As an administrator, I was involved in this project from the inception of the Comprehensive School Climate Inventory (CSCI) and worked closely with our Community Education Director who managed the project for our District. I was the staff person responsible for disseminating the results of the surveys and the work based on the survey results to our students, staff, Board of Education and community. As a racially and socially conscience Superintendent, the lessons learned from this process were significant. Students, staff and families were able to truly reveal their understanding of our expectations and whether each is treated with dignity. Much of the work in the Middle/Senior High School in the coming academic year will be based on the lessons learned from all segments of our student population: White and Hispanic, gay and straight, female and male, 6th grade and 12th grade.
Comprehensive School Climate Inventory presentation - CSCI
6. Demonstrate an understanding of and utilize appropriate technology in problem analysis;
7. Demonstrate an understanding of different leadership and decision-making strategies, including but not limited to collaborative models, and model appropriately their implementation;
8. Demonstrate knowledge of how to balance varied and competing interests to assure the mission and vision of the school district is carried forward.
The St. James Board of Education and committee of staff members embarked on gathering data and information for a Strategic Plan during the 2013-2014 academic year. This Plan was updated in the fall of 2014 and then was not addressed again until the middle of the 2015-2016 academic year. I updated the data and information for this purpose and presented the revisions to the Board of Education and community at a Board work session. As we continue this work, the Superintendent must keep all students and populations at the center of discussions and decisions.
St. James Strategic Plan, revised fall of 2015 - Strategic Plan
