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[Superintendent Evaluation Training on September 8, 2022.]
UH, FACILITATE THIS TRAINING FOR.UH, WOULD YOU BE, UH, PRESIDENT, UH, IN, FOR THE EVENING? FOR THE EVENING? THE, UH, TEMPORARY PRESIDENT, PRESIDING OFFICER MM-HMM.
IT'S GREAT TO BE BACK IN LANCASTER TONIGHT.
LET ME INTRODUCE, UH, MY COLLEAGUE MARK KHI FROM, UH, REGION 10.
HE'S A FIELD SERVICE, UH, REPRESENTATIVE AGENT, AND, UH, ACTUALLY DIRECTS THE SCHOOL BOARD TRAINING PROGRAM, AND HE'S HERE TONIGHT TO BE A PART OF THIS SUPERINTENDENT'S EVALUATION TRAINING.
UM, YOU KNOW, AS I WAS, UM, WATCHING THE, THIS, UH, PUBLIC HEARING TONIGHT, I THOUGHT, WHAT A GREAT TIME TO DO THIS SUPERINTENDENT EVALUATION TRAINING, BECAUSE, YOU KNOW, LANCASTER, UH, IS D AND THE BOARD HAS ALWAYS BEEN THOUGHT OF AS AN INNOVATIVE DISTRICT AND AN INNOVATIVE BOARD.
AND FOR THOSE THAT HAVE BEEN ON THE BOARD A LONG TIME FOR OUR, OUR NEWEST MEMBERS, YOU WOULD THINK A SUPERINTENDENT EVALUATION WOULD BE SOMETHING THAT WOULD BE PRETTY TURNKEY, AND THAT EVERYBODY HAD A PROCESS IN PLACE.
AND FOR 1,137 DISTRICTS THROUGHOUT TEXAS, UM, THAT, THAT IT WOULD BE A PRETTY STANDARD, UM, OPERATING PROCEDURE.
BUT OF ALL THE THINGS THAT WE DO AS A BOARD, IT, TO ME, IT'S THE ONE THAT IS TRULY LOCAL CONTROL.
AND YOU WILL SEE TONIGHT THAT EVERYBODY THE OPTION TO DO WHATEVER THEY WANT, HOWEVER THEY WANT TO EVALUATE THE SUPERINTENDENT.
BUT WHAT I LOVE ABOUT WHAT WE'RE GONNA DO HERE TONIGHT IS I THINK THAT Y'ALL ARE GOING TO PUT IN PLACE A BEST PRACTICE.
AND AS I LOOK DOWN THE LINE TO FUTURE TAS, TASB CONVENTIONS TO TASB, SLI, I CAN SEE THIS AS THE LOGICAL NEXT STEP THAT Y'ALL WOULD PRESENT AS A BOARD, AS A BEST PRACTICE TO SHARE WITH OTHER BOARDS THROUGHOUT THE STATE.
SO, NOT ONLY IS THIS GOING TO BENEFIT YOUR SUPERINTENDENT, YOUR, YOUR TEAM OF EIGHT, UH, COMING TOGETHER, YOUR STUDENTS, MOST OF ALL, BECAUSE THAT'S WHY WE'RE HERE.
BUT I SEE THIS AS HAVING AN EVEN GREATER IMPACT BEYOND WHAT WE'RE GONNA DO HERE TONIGHT.
SO, I'M, I'M REALLY EXCITED TO BE A PART OF IT.
BUT, UM, YOU KNOW, ONE OF THE THINGS THAT I'VE HAD THE OPPORTUNITY TO DO WITH Y'ALL IS, IS WE'VE, WE'VE DONE OUR TEAM OF EIGHT TRAINING TWICE NOW HERE AT, UM, LANCASTER.
AND WHAT I WANT TO GO BACK IS, THERE ARE A COUPLE OF TRUTHS THAT WE KNOW THAT, UM, IT'S LIKE A GOOD SERMON.
YOU NEED TO HEAR IT OVER AND OVER AGAIN.
UH, YOU'RE ALWAYS GONNA PICK UP SOMETHING DIFFERENT AND LIKE A GOOD SERMON, YOU'RE GONNA THINK, WELL, THAT PREACHER IS SPEAKING JUST RIGHT TO ME TONIGHT.
BUT I GUARANTEE YOU HE'S ALWAYS, OR SHE IS ALWAYS SPEAKING RIGHT TO EVERY, TO EVERYBODY.
SO, AND THEN THE OTHER THING, WHAT WAS MY OTHER FAVORITE THING? WHEN I RULE OF 10? WE HAVE TO SHARE THINGS 10 TIMES IN 10 DIFFERENT WAYS SO THAT WE RETAIN MORE THAN 10%, AND THAT'S IN OUR COMMUNICATION TO THE COMMUNITY OR WHATEVER IT IS WE'RE TRYING TO LEARN.
SO, I'M GONNA GO BACK TO MY FAVORITE ANALOGY.
HOW MANY BOARD MEMBERS DOES IT TAKE TO SCREW IN A LIGHT BULB? DO WE REMEMBER FROM OUR LAST MEETING? HOW MANY DOES IT TAKE? KENDALL, YOU'RE LOOKING DOWN, WHICH MEANS YOU'RE GOING, OH, MAN, I, I'M ANSWER.
I KNOW, BUT WE GOT SOME NEW PEOPLE, THEIR GENERAL, YEAH, THOSE WERE ALL OF US.
ANYONE ELSE? WELL, THE CORRECT ANSWER IS ZERO.
I KNEW THAT BECAUSE I REMEMBER THE LAST, WE JUST, YEAH.
BECAUSE WHAT DO WE DO? WE SAY, LET THERE BE LIGHT.
THE SUPERINTENDENT GOES OUT AND RESEARCHES THE BEST BULB AND HIRES SOMEBODY TO SCREW IT IN, AND THEN COMES BACK.
AND TOGETHER COLLECTIVELY, WE JUDGE WHETHER THE LIGHT IS BRIGHTENED UP.
AND THE REASON THAT I BRING THAT UP TONIGHT AGAIN, AND THE IMPORTANCE OF THAT, I'LL COME BACK TO THIS, IS WHEN WE LOOK AT OUR JOB OF INFORMED OVERSIGHT, AND REMEMBER THAT'S MAKING THE INFORMED DECISION AND STRATEGIC LEADERSHIP, WHICH THE TYPE OF LEADERSHIP THAT IS, IS QUANTIFIABLE VERSUS SQUISHY LEADERSHIP, WHICH IS BASED MORE IN PHILOSOPHY.
WHEN WE LOOK AT INFORMED OVERSIGHT, A SUPERINTENDENT EVALUATION IS REALLY THE PINNACLE OF WHAT INFORMED OVERSIGHT IS, WHICH IS WE'RE NOT MANAGING THOSE DAY TO DAY, UH, ACTIVITIES OF THE, OF THE SUPERINTENDENT, BUT WE'RE OVERSIGHT FROM OUR MANAGEMENT POSITION.
SO THE SUPERINTENDENT ADOPTS CLEARLY DEFINED RESULTS SHE MAKES, OR WE, WE SET OUT IN CONCERT WITH THE SUPERINTENDENT, THOSE CLEARLY DEFINED RESULTS.
THE SUPERINTENDENT THEN COMMITS TO THOSE RESULTS AND CREATES THE PLANS, THE INITIATIVES, AND HIRES THE PEOPLE IN ORDER TO MAKE IT HAPPEN.
AND THEN AGAIN, WE CLEAR THE PATH IN OUR ROLES AS, AS A BOARD, EITHER THROUGH THE BUDGET, WHICH IS THE DISTRICT BUDGET, WHICH SETS DOLLARS TO THE DISTRICT IMPROVEMENT
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PLAN, OR WE PUT POLICIES IN PLACE TO MAKE IT HAPPEN.AND THEN WE COME BACK ALONG THE WAY FOR CHECKPOINT CONFERENCES, AS WE SAY, TO CHECK AND SEE IF THE LIGHT IS BRIGHT ENOUGH.
WE HAVE A CHECKPOINT CONFERENCE, AND WE TAKE TWO PATHS FROM THERE.
EITHER WE STAY THE COURSE OR WE COURSE CORRECT.
AND WHAT WE'LL SEE TONIGHT IS THAT MIRRORS WHAT WE DO WITH OUR GOALS AND OUR GOAL PROGRESS MONITORING, UH, THROUGHOUT THE YEAR.
AND WE DO THAT THROUGH FOR OUR EXPERIENCE BOARD MEMBERS.
WE KNOW WE DO THAT THROUGH OUR FORMATIVE CONFERENCES THAT TAKE PLACE THROUGHOUT THE YEAR, AND THEN THE SUMMATIVE EVALUATION AT THE END OF THE YEAR.
SO ONE OF THING AS WE GO THROUGH IS WE GO BACK THROUGH OUR SCHOOL BOARD RESPONSIBILITIES.
AND AGAIN, I JUST WANNA HIGHLIGHT THIS CRITICAL NUMBER TWO, OUR JOB IS TO NOT ONLY HIRE THE SUPERINTENDENT TO SERVE AS OUR CHIEF EXECUTIVE OFFICER AND INSTRUCTIONAL LEADER OF THE DISTRICT, BUT IT IS ALSO OUR ROLE AS A BOARD TO EVALUATE THE SUPERINTENDENT'S SUCCESS.
AND THE SUPERINTENDENT'S SUCCESS IS DIRECTLY CONNECTED TO OUR DISTRICT GOALS AND OUR DISTRICT OBJECTIVES, BECAUSE SHE'S THE ONE WHO HAS BEEN HIRED TO MAKE SURE THAT WE ACHIEVE THOSE.
OKAY, SO I'M GONNA, I'M GONNA GO BACK BECAUSE I DID THIS OUT OF PLACE.
LET'S LOOK AT WHAT WE'RE GONNA DO TONIGHT.
WE'RE GONNA DO BASICALLY FIVE THINGS.
WHAT I WANNA TAKE YOU THROUGH FIRST, AND THIS IS SOMETHING, YOU KNOW, THIS TRAINING THAT WE'RE DOING IS UNUSUAL FOR BOARDS, FOR THOSE THAT HAVE BEEN ON A, ON A BOARD BEFORE.
YOU KNOW THAT A BOARD IS ALMOST LIKE A PASS DOWN TRADITION.
YOU KNOW, IF I WERE A NEW BOARD MEMBER, THE LAST PERSON IN WOULD USUALLY GIVE ME TRAINING ON THE SUPERINTENDENT EVALUATION BEFORE IT STARTED.
BUT THERE REALLY WASN'T, WITH, WITH SOME EXCEPTION, OUR TRULY FORMAL SUPERINTENDENT EVALUATION PROCESS TRAINING.
SO, WE WANNA GO THROUGH THE BACKGROUND TONIGHT AND GET US ALL GROUNDED IN THE BACKGROUND OF THE REASONS WHY AND WHAT THE BASIC REQUIREMENTS ARE OUT OF TEXAS.
THEY'RE, THEY'RE WARN TO LOOK AT AN EVALUATION INSTRUMENT, UM, ONE OF WHICH IT'S BASED ON ONE OF THE BEST PRACTICES ACROSS THE COUNTRY.
AND THAT'S THE, UM, EVALUATION INSTRUMENT THAT COMES FROM, UH, VIRGINIA.
VIRGINIA PUBLIC SCHOOLS IS KNOWN FOR CONSISTENCY THROUGHOUT THEIR ENTIRE, UH, STATE WHEN IT COMES TO THEIR PROCESSES THEY HAVE IN PLACE.
WE'RE GONNA TALK ABOUT THE EVALUATION DOCUMENTATION AND A PERFORMANCE RUBRIC.
WE'LL THEN TALK ABOUT THE FORMATIVE AND THE SUMMATIVE CONFERENCES, AND THEN FINALLY THE NEXT STEPS AND THE CALENDAR.
OKAY? AND LIKE ALWAYS, THIS IS, THERE'S TWO THINGS THAT WE ALWAYS KNOW ABOUT, UM, UM, OUR, OUR WORK TO GET TIME TOGETHER.
NUMBER ONE, IT'S A CONVERSATION AND NOT A LECTURE.
AND NUMBER TWO, MISERY IS OPTIONAL.
SO IF YOU NEED TO USE A RESTROOM OR GET SOMETHING TO DRINK, FEEL FREE TO GIVE THE HIGH SIGN, BECAUSE IF, I GUARANTEE YOU, IF YOU NEED SOMETHING THERE, SOMEBODY ELSE DOES TOO.
SO LET'S START HERE WITH GOING PAST, AGAIN, OUR SCHOOL BOARD RESPONSIBILITIES.
LET'S TALK ABOUT THE SUPERINTENDENT EVALUATION.
IS ONE OF THE BOARD'S MOST IMPORTANT TASKS IN A LOT OF OP IN A LOT OF PLACES, THE SUPERINTENDENT'S EVALUATION, IT'S MORE THAN A CHECK THE BOX, BECAUSE WE KNOW IN ORDER TO GIVE RAISES OR TO ENROLL THE SUPERINTENDENT'S CONTRACT, YOU HAVE TO HAVE A SUPERINTENDENT EVALUATION.
AND THERE ARE SOME BOARDS ACROSS THE STATE THAT DO THIS AS A CHECK THE BOX SO THAT THEY CAN EVALUATE THE SUPERINTENDENT, GIVE A RAISE, ROLL THE CONTRACT, AND MOVE ON TO THE NEXT YEAR.
BUT IT'S DIRECTLY, UM, CONNECTED TO THE BOARD'S RESPONSIBILITY FOR OVERSIGHT AND SETTING THE DIRECTION FOR THE DISTRICT.
AGAIN, BECAUSE OUR SUPERINTENDENT IS THE CHIEF EXECUTIVE OFFICER AND CHIEF INSTRUCTIONAL OFFICER OF THE DISTRICT, IT'S, IT'S DIRECTLY CONNECTED TO WHAT WE TALKED ABOUT THROUGH OUR LAST TWO TEAM OF EIGHT TRAININGS.
AND THEN FINALLY, A SUPERINTENDENT EVALUATION, THEREFORE REQUIRES THE BOARD IN CONCERT WITH THE SUPERINTENDENTS GROUP TO CREATE THREE THINGS, THE GOALS, THE INSTRUMENT DESIGN, AND THE PROCESS AND THE TIMELINE.
OKAY? NOW, IF YOU'RE LIKE ME AND I, I WAS AGAIN ON THE RICHARDSON BOARD FOR 14 YEARS.
I SERVED ON THE SUPERINTENDENT'S EVALUATION COMMITTEE FOR 12 OF THOSE 14 YEARS.
AND BEFORE THAT I WORKED AT COCA-COLA AND THE MANAGEMENT RESPONSIBILITY.
BUT THIS, TO ME, CAPITALIZES WHY IT'S SO CHALLENGING FOR BOARDS TO DO SUPERINTENDENT'S EVALUATION.
FIRST OF ALL, WE DON'T POSSESS THE SUPERINTENDENT'S TRAINING OR EXPERIENCE.
IF I WAS, WHEN I WAS AT COCA-COLA, AND YOU CAN INSERT WHATEVER COMPANY OR BUSINESS THAT YOU HAVE BEEN IN, YOU'RE IN THAT I KNEW HOW TO SELL CARAMEL COLORED SUGAR WATER.
I KNEW WHAT SOMEBODY HAD TO BE SUCCESSFUL AT OR DO WELL IN ORDER FOR THEM TO SELL MORE CARAMEL COLORED SUGAR WATER.
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EXCEPTIONS, WE DON'T, WE DON'T HAVE A SUPERINTENDENT'S TRAINING OR EXPERIENCE IN THE EDUCATION INDUSTRY.THE SECOND PART IS, IS THAT WE DON'T SUPERVISE THE DAY TO DAY ACTIVITIES OF THE SUPERINTENDENT, BECAUSE OUR ROLE IS WHAT INFORMED OVERSIGHT.
SO WE DON'T MANAGE THE SUPERINTENDENT'S DAY TO DAY ACTIVITIES.
THAT'S NOT OUR JOB FROM A GOVERNANCE STANDPOINT.
AND WE TALK, WE TALK ABOUT THAT A LOT.
SO I'M NOT OBSERVING OUR SUPERINTENDENT DAILY OF HOW HE OR SHE IS EXECUTING THEIR JOB.
AND THEN FINALLY, HAS ANYONE HERE HAD SEVEN PEOPLE EVALUATE THEM? I JUST, BESIDES, OH, YOU CAN GO AHEAD AND RAISE YOUR HAND WITH DR.
OR, OR, AND, AND, AND MARK, WHO'S A FORMER SUPERINTENDENT.
UM, YEAH, WE DON'T, IN OUR, IN OUR JOBS, WE HAVE TYPICALLY ONE DIRECT SUPERVISOR WHO MANAGES OUR, NOW THERE MAY BE SOME FEEDBACK FROM OTHER PEOPLE, BUT ONE PERSON WRITES OUR, WRITES OUR COLLECTIVE, UM, EVALUATIONS.
SO WHAT DOES THAT MEAN FOR US AS BOARDS? THE FIRST IS, IS THAT WE HAVE TO FOCUS OUR EVALUATION CRITERIA ON PERFORMANCE AND SYSTEMS OUTCOMES.
AND I'M GONNA GO BACK TO THE KEY PART ABOUT THAT IS BECAUSE WE DON'T SUPERVISE THE DAY TO DAY ACTIVITIES, WE DON'T OVERSEE THE DAY TO DAY ACTIVITIES OF THE SUPERINTENDENT.
SO REMEMBER WHEN WE TALK ABOUT TEAM OF EIGHT TRAINING, THE DIFFERENCE OF HOW A BOARD MEMBER, UH, WORKS VERSUS A CITY COUNCILMAN, THEY WORK BASED ON, ON, UM, EXPERIENCE AND PERSONAL STORIES.
OUR WORK IS BASED ON PERFORMANCE DATA AND SYSTEMS OUTCOME.
AND THEN THE SECOND THING THAT HAS TO HAPPEN IS WE HAVE TO WORK TO SPEAK WITH ONE VOICE.
AND THAT'S WHY THE RELIANCE ON THE DATA AND THE PERFORMANCE OUTCOMES IS SO IMPORTANT FOR US BECAUSE WE, WE HAVE TO EVALUATE A SUPERINTENDENT QUANTITATIVELY VERSUS QUALITATIVELY, NOT BY FEEL.
IT'S LIKE THE OLD SAYING, DO YOU THINK? OR DO YOU KNOW? AND IT'S ONLY THROUGH FACTS, DATA, AND PERFORMANCE THAT WE TRULY KNOW.
CAN, CAN I INTERVIEW FOR A MOMENT? YES, PLEASE.
TO THE PREVIOUS LINE? UH, YES.
UM, THE, I JUST WANTED TO MAKE IT CLEAR HERE, BECAUSE THERE ARE SOME NEW FOLKS WHO WERE NOT HERE WHEN THE CONTRACT WAS DRAWN.
UH, MY RAISE IS NOT BASED ON THAT.
I THINK GREAT PRIDE IN ONLY RECEIVING YES.
SO I DO NOT, NO MATTER HOW WE PERFORM, I DO NOT HAVE A PERFORMANCE CONTRACT WITH A MAYOR.
AND, BUT YOU CAN'T RECEIVE A RAISE UNLESS YOU HAVE AN EVALUATION, WHATEVER THE RAISE OF THE DISTRICT IS.
UM, ONE OF THE THINGS I'D APPRECIATE ABOUT THAT PRAYER, SHE DOES NOT GET A BONUS.
SHE DOES NOT DO THAT ON THE BACKS OF HER STUDENTS.
NO, SOMEBODY ELSE RAISED, DID YOU RAISE THEM? PLEASE LET HER GO.
I DO WANT TO SAY THAT, UM, I WAS A PART OF THE CONTRACT MM-HMM.
PERRERA AND HOW IT WAS PRESENTED TO US, WELL THOUGHT OUT.
AND I CAN ACTUALLY SAY TO OUR NEW BOARD MEMBERS AND PRISON BOARD MEMBERS, DR.
PERRERA DID NOT COME HERE FOR THE MONEY.
I KNOW SHE DIDN'T COME HERE FOR THE MONEY BECAUSE HER SKILL LEVEL IS TOPS, IT'S TOPS IN THE STATE OF TEXAS.
HER SKILL LEVEL, SHE'S A NATIONAL RECIPIENT SUPERINTENDENT.
UM, THE TIME THAT SHE CAME, SHE WAS READY TO GO TO WORK.
AND WELL, WE HAD A LOT OF THINGS GOING ON, AND I JUST NEEDED TO, TO KIND OF SAY THAT.
CAUSE I'M PASSIONATE ABOUT THIS PART.
WE HAVE A LOT OF THINGS GOING ON.
WE, WE WAS AT THREAD OF OUR DISTRICT FINANCIALLY, LIKE $4 MILLION THAT WE HAD TO GET A JUDGE TO STOP.
SO BRINGING A SUPERINTENDENT INTO ALL OF THAT, AND THIS LAST YEAR FOR HER LEADERSHIP, PUTTING PEOPLE IN PLACE TO STAY FOCUSED, TO ME, I HAD TO SAY THAT BECAUSE IT WAS NOT ABOUT THE MONEY.
AND WHILE WE WERE GOING AS A BOARD AS A WHOLE, THROUGH A LOT OF THINGS, SHE STAYED FOCUSED ON WHAT SHE HAD TO DO LAST YEAR.
SO, AND, AND, AND I THINK, CAROLYN, YOU BRING UP AN IMPORTANT POINT BECAUSE WHEN YOU HAVE A HIGH PERFORMING SUPERINTENDENT, ONE WHO IS NATIONALLY RECOGNIZED, ONE WHO IS NATIONALLY CERTIFIED, THOSE EXPERIENCES THAT SHE BRINGS
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REQUIRES A CORRESPONDING HIGH PROFESSIONAL PERFORMANCE DRIVEN OUTCOMES AND SYSTEMS BASED PERFORMANCE EVALUATION TO MAKE THAT HAPPEN.AND THAT'S WHY I'M GLAD THAT WE'RE ALL DOING THIS TODAY, BECAUSE YOU DO HAVE A SUPERINTENDENT OF EXCEPTIONAL SKILL WHO HAS SAID, I, I WORK WITH MY STAFF AND WHATEVER I MARCH WITH THEM AND WHATEVER THEY GET, I GET.
BUT THAT, THAT ONLY INSPIRES YOU TO DO BETTER.
ONE MORE THING, WE AS A BOARD CAN THROW THAT ALL THE WAY OFF.
IT'S BECAUSE IF WE WANT HER TO DO HER JOB TO GET TO EVALUATIONS, WE HAVE TO UNDERSTAND OUR ROLE MM-HMM.
WE HAVE TO KNOW THAT WE ARE ONLY GOVERNING THIS CAUSE WE COULD BE HERE TODAY OR TOMORROW.
THAT, THAT'S WHAT BEST PRACTICES WILL DO.
AND THAT'S WHAT I, I THINK YOU'RE GONNA SEE IT TONIGHT.
TAMIKA, DID YOU HAVE A QUESTION? OKAY.
IF, IF IT COMES BACK, I'LL, I'LL TRY TO GRAB YOU ALWAYS BEFORE AT LEAST YOU PUT SOMETHING IN YOUR MOUTH OR, CAUSE YOU KNOW, I'M REALLY GOOD AT THAT.
AND Y'ALL PLEASE FEEL FREE AS, AS ALWAYS, TO, TO SHARE A PERSPECTIVE AND INSIGHT, UM, AS WE GO FORWARD.
SO WITH THAT, I'M GONNA TURN IT OVER TO MARK.
AND, UM, MARK, I DIDN'T GIVE YOU A CHANCE TO JUST SHARE YOUR BACKGROUND BRIEFLY.
YEAH, SO JUST BRIEFLY, I, I WAS A SUPERINTENDENT, UH, FOR 16 YEARS AND, UH, DECIDED THAT I WAS READY FOR SOMETHING NEW AND, UH, WENT TO THE SERVICE CENTER.
SO I'VE BEEN BLESSED WITH, UH, THAT OPPORTUNITY.
AND, UH, I, UH, REALLY APPRECIATE, UH, DR.
PERA'S, UM, VISION AND HER DESIRE TO PERFORM THE JOB THAT IS NECESSARY TO, FOR STUDENT SUCCESS.
AND THAT'S, THAT'S NO MATTER, YOU KNOW, NO MATTER WHAT HER SALARY IS OR WHAT HER BENEFITS ARE, UH, YOU CAN TELL SHE'S FOCUSED ON, ON STUDENT SUCCESS.
LET ME SAY TOO, UH, AS A FORMER BOARD MEMBER, I APPRECIATE WHAT YOU'RE DOING IN YOUR SEATS.
I'VE NEVER BEEN THERE, AND KIM AND I HAVE HAD THIS DISCUSSION BEFORE THAT SUPERINTENDENTS DON'T EVEN REALLY UNDERSTAND HOW YOU'RE FEELING.
UH, SO, UH, AND, AND THAT'S SUCH AN IMPORTANT THING THAT WE'VE BROUGHT KIM HAS BROUGHT TO THE TABLE IN OUR SCHOOL BOARD TRAININGS, IS THAT SHE BRINGS THAT PERSPECTIVE.
AND SO, EVEN THOUGH I APPRECIATE WHAT YOU'RE DOING, I DON'T, DON'T UNDERSTAND, YOU KNOW, HOW YOU BALANCE THAT COMMUNITY AND THAT, THAT BOARD RESPONSIBILITY AND THOSE PERSONAL FEELINGS, AND, YOU KNOW, THAT'S TOUGH.
SO, UH, THANK YOU FOR YOUR COMMITMENT TO THAT AND, AND COMMITMENT TO THE DISTRICT.
UM, YOU KNOW, UH, SO MANY PEOPLE NOW ARE NOT SO MANY OF OUR YOUNGER GENERATION ARE NOT GETTING INVOLVED IN CIVIC DUTIES.
AND THIS IS ONE OF THE MOST IMPORTANT RIGHT HERE,
SO DID YOU THINK OF YOUR QUESTION? OH, I, I KNOW WHAT IT IS.
MARK, DO YOU WANT THE, UH, SURE, SURE.
UM, SO, UH, I'M GONNA TALK ABOUT THE EVALUATION PROCESS AS A PLANNING TOOL.
AND MY, MY INFORMATION IS REALLY BASIC.
AND THEN KIM'S GONNA GO BACK INTO, YOU KNOW, THE TOOL AND, AND SOME, UH, REALLY GOOD STUFF TO HELP Y'ALL, UH, DEVELOP A TOOL.
SO, UM, SO THINK ABOUT THE, UH, EVALUATION TOOL, UH, AS SOMETHING THAT'S GONNA HELP YOU.
AND I, I, I WILL SAY THIS, AND, AND THIS IS KIND SOMETHING THAT I USED, UH, BEFORE, IS THE, THE SUPERINTENDENT NEEDS A LIGHTHOUSE, OKAY? AND YOU'RE PROVIDING THAT LIGHTHOUSE BY PROVIDING, UH, A PROPER EVALUATION.
SO THE SUPERINTENDENT NEEDS THAT DIRECTION, OKAY? BECAUSE YOU, THIS IS, UH, DR PER, I DON'T KNOW IF YOU EVER GOT TO MEET, UH, DAVID THOMPSON, DR.
THOMPSON, HE WAS, UM, HE WAS A PROFESSOR AT LAMAR UNIVERSITY.
SO THIS ONE IS THE ONE, UH, AT LAMAR UNIVERSITY.
AND, UH, SOME NEW SUPERINTENDENTS GOT TO GO THROUGH HIS ACADEMY.
AND I, I, I WAS HONORED TO DO THAT.
AND HE USED TO SAY, UH, JUST REMEMBER IT IS, UH, THEIR SCHOOL, THEIR KIDS, AND THEIR MONEY, YOU KNOW, AND
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SO YOU PROVIDE THAT DIRECTION FOR HER TO TAKE CARE OF, UH, WHAT YOU FEEL IS IMPORTANT.UH, BUT THEY CAN'T, YOU CAN'T DO THAT WITHOUT A PROPER TOOL, RIGHT? UH, SHE DOESN'T HAVE THAT DIRECTION WITHOUT THE PROPER, UH, GUIDANCE FROM YOU.
SO, UM, THE, UH, THE TOOL SHOULD BE, UH, HELP YOU WITH THE OVERALL, UH, OVERSIGHT AND PLANNING AND, UH, KEEP YOU FOCUSED ON THE, ON PERFORMANCE GOALS.
SO YOU SHOULD SET PERFORMANCE GOALS FOR YOUR, UH, FOR YOUR SUPERINTENDENT.
AND THIS MEANS, LET ME SEE, I'VE GOT TO DO THAT NOW,
UH, SO THIS MEANS, AND I'M GONNA GO AHEAD AND PUT ALL OF THOSE UP THERE, UH, THAT, UM, YOU SHOULD BE DISCUSSING AND REAFFIRMING YOUR, UH, YOUR DISTRICT PRIORITIES THROUGH THAT, THROUGH THIS PROCESS, RIGHT? UH, YOU SHOULD BE ARTICULATING THE EXPECTATIONS OF THE KEY DISTRICT INITIATIVES.
THOSE INITIATIVES MAY CHANGE, UH, BECAUSE YOU MAY, YOU MAY, UH, TWO YEARS DOWN THE ROAD, YOU MAY HAVE SOME OTHER BIG NEED THERE.
THERE MAY HAVE BEEN, UH, SOME DAMAGE TO YOUR FACILITIES, AND YOU HAVE A BIG NEED SO THAT, THAT BECOMES YOUR FOCUS THEN, OR WHATEVER.
SO, UH, BUT YOU DO HAVE TO TALK ABOUT THOSE KEY INITIATIVES, UH, DURING THAT EVALUATION AND, UH, MONITORING THE PROGRESS, UH, OF THE DISTRICT, UH, UH, UH, INITIATIVES.
AND YOU DO THAT ON A REGULAR BASIS.
THIS IS NOT A ONE SHOT DEAL FOR, FOR AN EVALUATION, FOR THE EVALUATION PROCESS.
AND WE'LL GET INTO THAT, ESPECIALLY KIM A LITTLE BIT LATER.
BUT, UH, ALSO, UM, UH, REVIEWING AND REVISING THE PRIORITIES AS NEEDED.
AND I KIND OF TOUCHED ON THAT.
YOU KNOW, THE, SOMETIMES THERE, UH, COULD BE SOMETHING, AND, AND COVID IS A, A, A GREAT EXAMPLE OF, WE, WE, UH, WE HAD TO CHANGE, UH, WE HAD TO PIVOT IS WHAT A LOT OF PEOPLE HAVE BEEN SAYING ABOUT COVID.
WE HAD TO PIVOT, UH, DURING THAT TIME AND, UH, AND MAKE SOME ADJUSTMENTS.
YOU KNOW, OUR, OUR PRIORITIES WERE OUR NUMBER ONE PRIORITY WAS STILL THERE, RIGHT? AND THAT WAS STUDENTS WE HAD.
BUT HOW WE WERE DOING THAT, UH, HOW WE WERE PROVIDING THOSE, THAT INSTRUCTION AND ENSURING STUDENT SUCCESS WAS, UH, YOU KNOW, WE HAD TO PIVOT AND, AND MAKE THAT HAPPEN.
SO WHAT IS THE PURPOSE OF AN EVALUATION OF A SUPERINTENDENT EVALUATION? UH, SEVERAL THINGS, UH, HERE.
SO, UH, WE WANT TO IMPROVE, UH, THE EDUCATIONAL PERFORMANCE OF THE SUPERINTENDENT AND THE WHOLE DISTRICT, RIGHT? SO THE, THE DISTRICT, THE SUPERINTENDENT NEEDS TO KNOW, UH, WHERE THEY'RE GOING WITH STUDENT, UH, PERFORMANCE.
AND THEN THEY, THE SUPERINTENDENT THEN NEEDS TO BE ABLE TO RELAY THAT TO THE STAFF, OKAY? AND THEN, UH, SEE STUDENT SUCCESS.
AND KIM, IF YOU HAVE SOME WORDS THAT JUST COME ON IN WITH THEM, SO, OKAY.
AND THEN, SO, UH, ANOTHER VERY IMPORTANT THING ABOUT THIS EVALUATION PROCESS IS THAT IT HELPS YOU BUILD A RELATIONSHIP WITH YOUR SUPERINTENDENT.
AND, AND IT OPENS THE COMMUNICATION BECAUSE YOU'RE, YOU'RE TALKING TO THE SUPERINTENDENT, UH, RIGHT HERE IN THIS ROOM, PROBABLY, I DON'T KNOW.
IS THIS YOUR EXECUTIVE, UH, SESSION ROOM OR, YEAH, IT'S DOWNSTAIRS.
SO, UH, ANYWAY, SO IN EXECUTIVE SESSION, YOU'RE, YOU'RE, UH, BEING ABLE TO TALK CANDIDLY AND EXPRESS THOSE THINGS THAT YOU WANT, UH, UH, YOUR SUPERINTENDENT TO KNOW.
AND, UH, WE'LL TALK ABOUT A VOICE, UH, THE BOARD BEING A VOICE AS A WHOLE AND HERE IN JUST A MINUTE.
BUT, UH, SO, UH, YOU ALSO INFORM, UM, THE SUPERINTENDENT WHAT THE EXPECTATIONS ARE.
AND THIS IS SOMETHING THAT I, UH, CIRCLE HERE.
IT IS THE BOARD'S EXPECTATIONS, RIGHT? IT'S NOT MINE.
IT IS THE BOARD'S EXPECTATIONS.
SO THAT'S IMPORTANT TO KNOW, OR IMPORTANT TO KEEP IN MIND.
KNOW THAT
AND THEN, UM, UH, YOU, IT AIDS IN, UH, PROFESSIONAL DEVELOPMENT FOR THE SUPERINTENDENT.
SO, UH, YOU KNOW, IT HELPS THE SUPERINTENDENT KNOW, OKAY, UH, IF I'M GONNA HAVE TO DO A BOND ELECTION, THEN I NEED TO GO GET SOME TRAINING ON THAT.
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GONNA, IF I'M GONNA HAVE TO DO SOMETHING NEW THAT HAS, IS OUTSIDE OF MY, UH, PAST EXPERIENCE, THEN THEN I NEED TO GO GET SOME PROFESSIONAL DEVELOPMENT ON IT.AND THEN, UH, PROVIDING THE FOUNDATION FOR, UM, PERSONNEL DECISIONS.
AND AGAIN, Y'ALL HAVE IT SET UP THAT THIS IS REALLY NOT BASED ON THE RAISE, RIGHT? AND SO, BUT, BUT YOU DO HAVE THIS AS A TOOL IF, UM, IF IT'S NEEDED.
AND, AND A LOT OF, A LOT OF DISTRICTS DO USE THIS, UH, PROCESS AS PART OF THEIR DECISION ON SUPERINTENDENT, UM, UH, SALARY AND, AND, UM, EXTENSION ON THAT CONTRACT, AND THEN, UH, PROVIDE, UM, UH, AN ACCOUNTABILITY PROCESS.
OKAY? THIS, THIS HOLDS THE SUPERINTENDENT ACCOUNTABLE FOR WHAT YOU AS A BOARD HAVE IDENTIFIED AS THE, UH, PRIORITY INITIATIVES.
AND THEN, UH, LASTLY IS THE, IT FULFILLS A LEGAL RESPONSIBILITY.
THERE IS A LEGAL RESPONSIBILITY, AND WE'RE GONNA TALK ABOUT THAT NOW.
SO, UH, ANY DISCUSSION BEFORE WE GO INTO THOSE, THESE KIND OF LEGAL REQUIREMENTS? UM, I WOULD LIKE TO ASK AS FAR AS WHAT WE JUST DISCUSSED, IS THIS JUST MORE BEST PRACTICE OR IS THIS ALSO IN POLICY? WHAT IS IN FRONT OF US? SO MOST OF THAT IS BEST PRACTICE, WHAT WE JUST TALKED ABOUT.
WHAT WE'RE FIXING TALK ABOUT IS POLICY AND RULE.
AND SO REALLY THIS IS BEST PRACTICE.
UM, BUT WE WERE FIXING TALK ABOUT LAW AND REQUIREMENTS AND POLICY AND STUFF.
ONE OF THEM IS A LAW BOARD IS ONE VOICE, MEANING YOU GOT FOUR, FOUR VOTES.
AND I'M JUST SAYING IT HYPOTHETICALLY HAVE FOUR VOTES AND ANOTHER, UH, OTHER BOARD MEMBERS ARE AGAINST IT, BUT IT PASSED.
AND WE'RE GONNA TALK ABOUT THAT HERE IN A MINUTE TOO, IS THAT, THAT WE COME TO, UH, AN AGREEMENT IN THIS PROCESS.
YOU KNOW, EVEN THE SUPERINTENDENT MAY THINK THAT WHAT YOU AS A BOARD HAVE DECIDED IS, UH, IS NOT REALLY HER FOCUS, OR SHE DIDN'T SEE THAT AS A FOCUS, BUT BECAUSE IT'S A DESIRE OF YOURS AND, AND WHATEVER, THEN, YOU KNOW, THEN SHE BRINGS IT UP, UH, BRINGS IT TO THE FOREFRONT, OR IT BECOMES ONE OF HER INITIATIVES.
SO NOW WE'RE GONNA TALK ABOUT SOME THINGS THAT COME OUT OF THE TEXT EDUCATION CODE.
AND WE DON'T HAVE THE CODES LISTED, BUT THESE ARE JUST SOME, UH, BULLET POINTS THAT YOU NEED TO REMEMBER.
UH, WHEN YOU'RE, UH, GOING, WHEN YOU'RE THINKING ABOUT THE SUPERINTENDENT EVALUATION.
FIRST OF ALL IS THAT IT HAS TO BE ANNUAL AND WRITTEN.
OKAY? IT SHOULD BE ANNUAL AND WRITTEN.
UH, THE SECOND ONE IS THAT STUDENT PERFORMANCE HAS TO BE A PRIMARY CONSIDERATION.
IT HAS TO BE ANNUAL AND WRITTEN.
WHAT, WHEN WE DID THE REWRITE, WHAT WAS THAT? IS THAT WHEN YOU REQUESTED FOR SOMETHING FOR THE REVIEW TO BE ADDED DURING THE I THINK THAT WAS ONLY THE COMMITTEE.
THIS IS THE FORMATION OF THE TOOL TODAY.
SO THAT'S, I THINK YOU'RE REFERRING TO THE TOOL THAT WE CREATED FOR HER EVALUATION FOR FIRST YEAR.
THIS TRAINING WOULD GIVE US THE INFORMATION TO MOVE TO A BETTER TOOL.
AND GET THAT FORMULA THE WAY IT NEEDS TO BE.
SO WHAT WAS, UM, VOTED INTO? WHAT EXACTLY WAS THAT? THAT INSTRUMENT IS WHAT WE'RE, SORRY, I CAN SPEAK TO THAT ALSO.
I THINK I KNOW WHAT MS. WINFIELD IS TALKING ABOUT.
OKAY, MS. WINFIELD, ARE YOU MAKING, ARE YOU TALKING ABOUT WHEN DR.
PERRA ASKED US TO ADD THE ACTUAL DOCUMENT TO HER CONTRACT, IN HER CONTRACT, IT STATED THAT WE WOULD HAVE THE ATTACHMENT THAT WE CHOSE TO USE ATTACHED TO HER CONTRACT.
SO THAT'S WHAT WE DID THAT NIGHT.
NO, I THOUGHT THAT WAS THE DOCUMENT THAT MR. UM, JONES PRESENTED TO BE ADDED OR IN RIGHT.
THAT LAST YEAR'S EVALUATION DOCUMENT.
I UNDERSTAND, BUT PERRERA ASKED TO, UM, TO BE EVALUATED OR BE SOMETHING TO BE ADDED WHEN SOMEONE ELSE FOR US TO, WE HADN'T SELECTED THE INSTRUMENT AT THE TIME THAT WE DID HER CONTRACT.
SO ONCE WE DECIDED WHAT INSTRUMENT WE WERE GOING TO USE, SHE HAD THAT INSERTED INTO HER CONTRACT CUZ IT WASN'T PLACED INITIALLY WHEN SHE WAS HIRED ON, WAS THAT THERE? AND WE WERE BEHIND ON DOING THE INSTRUMENT DUE
[00:30:01]
TO THE FACT WE HAD A LOT OF THE ISSUES THIS THAT PAST YEAR.THAT'S WHY WE'RE ACTUALLY BEHIND ON DOING HER EVAL FROM LAST YEAR AT THIS TIME.
BUT THAT WAS THAT WHAT SHE SUBMITTED AND WHAT YOU SUBMITTED WAS TWO DIFFERENT THINGS.
BECAUSE YOU WERE SUBMITTING ONE INSTRUMENT WAS THAT TO MOVE FORWARD AND SHE JUST WANTED TO IMPLEMENT SOMETHING FOR THAT.
I MEAN, AS FAR AS HER CONTRACT PERMANENT, CUZ I KNOW IT HAS SOMETHING TO DO WITH THE EVALUATION.
LIKE SHE WANT, SHE WANTED TO BE EVALUATED WHEN THE, UH, TEACHERS WERE EVALUATED OR SOMETHING LIKE THAT.
WELL, THE TIMEFRAME CAN BE DISCUSSED, BUT THE INSTRUMENT THAT WE SELECTED AND VOTED ON WOULD BE ADDED AS AN, AS AN ADDENDUM OR WAS AN APPEND ADDENDUM.
THERE WAS NO, THERE WAS NO FORMAL TOOL THAT UTILIZED.
I ACTUALLY HAVE DONE SELF-EVALUATION BECAUSE THE BOARD ALLOWED ME TO DO THE, THE ONE YEAR OF LISTENING, LEARNING, AND MAKING SURE I UNDERSTAND THE DISTRICT.
UM, AND THROUGHOUT THAT PROCESS, UM, I HAVE KEPT EVIDENCE FOR PROGRESSION.
I HAVE A QUESTION ABOUT THE ANNUAL EVALUATION REAL QUICKLY.
IT'S BECAUSE I KNOW I'M ONE BOARD MEMBER, BUT, BUT MY PERCEPTION OF THIS LAST PAST YEAR FOR, TO GIVE DR.
PERRERA AN EVALUATION, I FELT LIKE WHAT WOULD WE EVALUATE HER ON IS FOR THE FACT THAT WHEN SHE CAME INTO THE DISTRICT, WE WERE DOWN, FLAT DOWN.
AND SO HER FOCUS IS, WHILE WE WERE FOCUSED ON COURT CASES GOING BACK AND FORTH WITH THE STATE AND ATTORNEYS, SHE WAS STAYING FOCUSED WITH STUDENT PERFORMANCE.
BUT WE HAD NOTHING TO COMPARE THIS YEAR.
AND SO I WAS WONDERING AS LOCAL CONTROL TO THE BOARD, HOW COULD WE ADDRESS THAT? YOU KNOW, WHERE I'M GOING.
SO I'M, I'M NOT SURE I'M RIGHT WITH YOU, BUT THIS IS WHAT I'M GONNA SAY.
IF, IF YOU HAVE NOT PROVIDED HER WITH, UH, PERFORMANCE OBJECTIVES OR PRIORITY GOALS, SUPERINTENDENT PRIORITY GOALS, PRIORITY GOALS FOR THE SUPERINTENDENT.
IF YOU HAVE NOT PROVIDED THAT, I STRONGLY ENCOURAGE YOU TO GO AHEAD AND GO THROUGH THE PROCESS OF EVALUATING AND EVALUATE HER BASED ON, UM, WHAT YOUR DISTRICT GOALS ARE.
AND THEN IN CLASS, THEN YOU NEED, YOU KNOW, WHEN THAT'S FINISHED THEN, THEN YOU NEED TO SAY, OKAY, NOW HERE'S PRIORITY AND DON'T GET, WOW.
NOW I THINK WE'RE GONNA GO INTO THAT.
YOU KNOW, THREE OR FOUR, UH, PRIORITIES BECAUSE YOU WANT HER TO DO A DAD, GOTTA GOOD JOB OF THAT.
RIGHT? SHE WASN'T PRESENTING WITH A PRIORITY GOAL BECAUSE WE DIDN'T, WE DIDN'T PROVIDE HER GOALS LAST YEAR, BUT REALIZED WHEN I TRANSITIONED PLANNED, I HAD FIVE GOALS.
I PRESENTED TO THE BOARD, UM, AT THE BEGINNING.
AND AGAIN, THE BOARD AGREED TO ALLOW ME TO UTILIZE THOSE.
AND I HAVE KEPT PROGRESS, UH, THINGS, DOCUMENTATION, AND, AND AGAIN, GOING BACK, COMING OUT OF COVID, Y'ALL COMING OUT OF A TRANSITION YEAR WITH HIRING A NEW SUPERINTENDENT, YOUR EVALUATION PROCESS IS GOING TO BE, I WOULD CALL THIS A ONE OFF OF WHAT YOU WILL SEE GOING FORWARD.
AND I THINK THAT'S, UM, THE ACKNOWLEDGEMENT THAT, THAT MARK AND I GIVE YOU, GIVE Y'ALL ESPECIALLY, IS THAT YOU WANT TO PUT A GOOD, ROBUST, BEST PRACTICE TOOL IN PLACE FOR GOING FORWARD THAT'LL SERVE YOU WELL WITH DR.
YOU'RE IN A GREAT PLACE AS FAR AS, UH, GETTING STARTED ON A SUPERINTENDENT EVALUATION FORM PROCESS, A CALENDAR, YOU'RE IN A GOOD, GOOD PLACE TO MOVE FORWARD WITH A, LIKE, LIKE YOU SAID, A BEST PRACTICE, UH, ON A SUPERINTENDENT EVALUATION.
SO YEAH, IF I COULD JUST GONNA RECAP, I KNOW WHAT WE PUT IN PLACE AS FAR AS GOALS WERE THE DISTRICT'S GOALS AT THAT TIME, AND THEN UTILIZED WHAT DR.
BROUGHT IN AS FAR AS HER GOALS AS FAR AS COMING INTO THE DISTRICT.
WE UTILIZED THAT FOR OUR PLANNING PROCESS AND HER CHARGE.
AND AS, UH, SECRETARY MARKS MENTIONED, WE, WE SELECTED SOMEONE AS GREAT AND SHE WAS FOCUSED ON GETTING US THROUGH WHAT WE WERE GOING THROUGH AS WELL AS MAKING SURE OUR KIDS WERE GROWING.
AND AT THIS POINT, THE WAY THE KIDS PERFORMED ON THE STAR, WE SHOULD, WE DO HAVE SOME SENSE THERE.
SO THE TOOL THAT WE CREATED THUS FAR IS JUST FOR US TO EVALUATE HER FROM THE TIME SHE GOT HERE UP UNTIL, LET'S SAY, TO THOSE SCORES CAME OUT, IF YOU WILL.
[00:35:01]
NEW BOARD GOALS MM-HMM.AND NOW WE HAVE IDENTIFIED PERFORMING STANDARDS BASED ON THOSE GOALS TO CREATE OUR NEW TOOL YES.
AND MOVE BOARD INTO THE UPCOMING YEAR.
SO WHERE IS THAT? YOU'RE, YOU'RE IN A WONDERFUL PLACE.
I MEAN, YOU'RE, YOU'RE GETTING, YOU'RE GETTING IT LINED OUT AND UH, YOU KNOW, THERE MAY HAVE BEEN DYSFUNCTION AND, AND, UH, DISARRAY I GUESS PREVIOUSLY, BUT, YOU KNOW, IT SOUNDS LIKE Y'ALL ARE SMOOTHING THINGS OUT.
AND, AND I'M GONNA TELL YOU, UM, AS A FORMER SUPERINTENDENT, THERE IS NOTHING BETTER THAN A BOARD WHO WANT, WHO WANTS TO DO THAT PLAN.
YOU KNOW, I'VE HAD BOARDS BEFORE THAT JUST, THEY KIND OF LIKE THAT CHECK THE BOX THING.
WELL, I DIDN'T LIKE THAT BECAUSE I DIDN'T WANT THEM COMING BACK AT THE END OF THE YEAR AND SAYING SOMETHING I DIDN'T KNOW THEY WANTED, YOU KNOW? SO, UH, SO, UH, ANYWAY, I APPRECIATE Y'ALL BEING WILLING TO FIND THAT OUT.
SO I THINK I'M TAKING WAY TOO LONG.
SO, UH, SO AGAIN, AND THE TEXT EDUCATION CODE, UH, THE, YOU HAVE TO REMEMBER THAT THIS IS A CONFIDENTIAL DOCUMENT.
UH, SO THAT WOULD BE DONE IN EXECUTIVE SESSION AND IT WOULD STAY THERE ON, YOU KNOW, YOU'RE NOT GONNA TAKE ONE HOME WITH YOU.
YOU KNOW, YOU'RE GONNA, YOU'RE GONNA GIVE THAT EVALUATION TO YOUR SUPERINTENDENT AND IT'S CONFIDENTIAL.
AND THEN, UH, YOU'RE NOT TO USE DISTRICT FUNDS TO PAY THE SUPERINTENDENT IF YOU DON'T EVALUATE HER IN 15 MONTHS.
OKAY? SO THAT, THAT'S KIND OF A INTERESTING ONE.
BUT I, I KNOW OF A, A SITTING SUPERINTENDENT, HE WAS IN A, IN A DIFFERENT DISTRICT NOW, BUT I KNOW OF A SITTING SUPERINTENDENT WHO IN HIS PREVIOUS DISTRICT HAD BEEN THERE FOR MAYBE 12 YEARS AND HE NEVER RECEIVED A, AN EVALUATION.
I HAVE COLLEAGUES I KNOW ACROSS THE STATE THE SAME THING.
SO, UH, BUT ANYWAY, NOT THAT I'M, I'M NOT SAYING IT'S OKAY, I'M JUST SAYING, UH, BUT I'M TELLING YOU THERE'S SITUATIONS OUT THERE.
BUT PLEASE REMEMBER THAT, THAT'S, UH, IN LAW THAT YOU NEED TO REMEMBER THAT I FIND THE WAY, UM, THERE IS A TOOL.
I MEAN, THERE IS A, THERE IS A, AN EVALUATION OF THE GOALS THAT I HAD, THE CHARGE THAT I HAD AND TOOK.
UM, AND I HAVE, I'M PREPARED TO SHARE WITH THE BOARD FUTURE SESSION.
UM, CAUSE I KEPT THAT IN EVIDENCE, EVERYTHING.
RIGHT? AND THEN I BELIEVE, YOU KNOW, ONCE WE GO THROUGH THIS PROCESS, EVERYBODY WILL HAVE A LEVEL SET.
THEN WE'LL HAVE, I JUST WANNA MAKE SURE.
SO ALSO THERE ARE COMMISSIONER RULES THAT GOVERN THE, UM, THE EVALUATION PROCESS.
AND IF YOU'LL NOTICE HERE, THIS SAYS THE EVALUATION PROCESS MUST INCLUDE THE FOLLOWING.
OKAY? SO KEEP THAT IN MIND BEFORE YOU READ THAT.
OKAY? SO SETTING GOALS AND DEFINING PRIORITIES, OKAY, WE'VE ALREADY SAID THAT, RIGHT? AND STUDENT PERFORMANCE DOMAIN HAS TO BE IN THERE.
IT HAS TO BE ONE OF THE THINGS THAT YOU EVALUATE THE SUPERINTENDENT ON.
AND THEN, UH, MANAGERIAL OPERATIONS, DAY TO DAY OPERATIONS.
UM, ALSO, UH, YOU NEED TO GO AHEAD AND SET OUT YOUR CALENDAR.
WHEN ARE WE GONNA DO THE FORMATIVE EVALUATION? ARE YOU GONNA DO ONE OR TWO? ARE YOU GONNA DO WHAT, WHAT ARE YOU GONNA DO? YOU KNOW, HOW MANY, GO AHEAD AND SET THAT OUT BECAUSE THREE, OKAY.
UH, SO, SO SHE NEEDS TO KNOW THAT IN, I, I'M JUST GONNA PUT THIS OUT THERE.
JANUARY IS HER SOME IS HER SUMMATIVE.
SHE NEEDS TO KNOW THAT IN, IN APRIL, SHE'S GONNA HAVE A FORMATIVE.
IN JULY, SHE'S GONNA HAVE A FORMATIVE.
AND IN OCTOBER SHE'S GONNA HAVE A FORMATIVE, WHATEVER IT MIGHT BE.
SO, UH, I, THAT'S THE ACCOUNT THAT WE USE WITH ALL STAFF.
SO I, I ASKED THEM MORE TO USE THAT, BUT OF COURSE IT'S AT THEIR PREVIOUS TO WHAT THAT LOOKS LIKE.
SO, SO SHE WANTS HERS ALIGNED WITH STAFF.
AND THAT IS JUST ANOTHER EVIDENCE OF HER COMMITMENT TO BEING ALIGNED WITH THE STAFF AND STUDENT, THE MISSION OF STUDENT PERFORMANCE.
AND YOU HAVE TO HAVE A SUMMATIVE CONFERENCE.
YOU MUST INCLUDE A SUMMATIVE CONFERENCE.
YOU MUST INCLUDE AT LEAST ONE FORMATIVE CONFERENCE.
SO SHE'S ALREADY SAID, WE, Y'ALL GONNA DO THREE.
UH, AND THAT'LL BE AGREED UPON.
AND, UM, THE LAST ONE IS THAT YOU MUST INCLUDE THE SUPERINTENDENT IN DEVELOPING,
[00:40:02]
UH, THE, AND SELECTING AND REVISING THE INSTRUMENT.OKAY? SO Y'ALL TOGETHER, AS A TEAM OF EIGHT, Y'ALL TOGETHER WOULD DO THE, UM, EVALUATION, EXCUSE ME, THE INSTRUMENT.
AND THEN, UM, BOARD MEMBERS, UH, SHALL HAVE EVIDENCE OF TRAINING.
SO TONIGHT, UM, UH, MS. HAMILTON AND, UH, MR. JONES WILL BE ABLE TO SAY, THESE BOARD MEMBERS HAVE EVIDENCE OF TRAINING, HAVE BEEN TRAINED BECAUSE WE HAVE THE SIGN IN SHEET.
AND WHAT, SO, OKAY, THEN HOW DO YOU KNOW YOU'RE SUCCESSFUL AT YOUR, UH, AT YOUR, UH, SUPERINTENDENT EVALUATION PROCESS? HERE'S WHAT IT IS.
IF DURING THAT PROCESS YOU FELT LIKE YOU'VE HAD A GOOD CONVERSATION, OKAY? AND IF EVERYONE'S VOICE WAS HEARD, OKAY, IT, THIS CAN'T BE ABOUT ONE, UH, ISSUE THAT THREE OF Y'ALL ARE CONCERNED ABOUT OR THAT TWO OF Y'ALL ARE CONCERNED ABOUT.
THAT'S NOT WHAT THE EVALUATION IS ABOUT.
IT'S ABOUT THE COLLECTIVE THOUGHT.
OKAY? SO BE SURE EVERYONE HAS THAT OPPORTUNITY TO SPEAK ON THOSE PERFORMANCE GOALS AND, UH, AND HOW SHE'S MET THOSE.
AND THEN REMEMBER TWO, THAT YOU SPEAK AS ONE VOICE.
SO, UM, I'M NOT GONNA GET INTO THAT REAL A LOT, BUT Y'ALL UNDERSTAND ONE VOICE WHEN, WHENEVER YOU, WHENEVER YOU FINISH THE EVALUATION, YOU'VE ALL AGREED UPON THAT.
YOU, YOU CAME TO CONSENSUS ON THAT.
AND THEN, UM, THIS KIND OF GOES ALONG WITH IT'S BUY-IN AND OWNERSHIP FROM THE BOARD AND THE SUPERINTENDENT.
SO YOU'VE ALL GOT TO BE GOOD WITH THIS.
OKAY? SO THE BOARD AS WHOLE HAS TO BE GOOD WITH THESE PRIORITY OBJECTIVES THAT YOU HAVE SET FOR THE SUPERINTENDENT.
UH, AND THE SUPERINTENDENT HAS TO GO GOOD.
LIKE I SAID A WHILE AGO, IT MAY BE SOME, NOT SOMETHING THAT SHE HAD VISUALIZED BEING AS A PRIORITY GOAL, BUT AFTER THE CONVERSATION THAT Y'ALL HAVE, AFTER Y'ALL HAVE A GOOD CONVERSATION, THEN SHE MAY, UH, SHE WOULD THEN, UH, HAVE OWNERSHIP IN IT.
AND THEN, UM, THAT REINFORCES ALIGNMENT.
SO YOUR, YOUR INSTRUMENT AND YOUR PROCESS NEED TO REINFORCE THE ALIGNMENT OF THE DISTRICT GOALS.
UM, UH, IT ALSO SERVES AS SPRINGBOARD FOR THE FUTURE.
OKAY? WE'RE NOT WORRIED ABOUT THOSE, UM, THOSE, UM, LAWSUITS AND THINGS THAT Y'ALL ARE HAVING TO DO.
THE, THE INTERACTION WITH P NEARLY AS MUCH AS WE WERE OKAY, WE'RE, WE'RE MOVING FORWARD.
AND THEN IT ALSO SHOULD MOTIVATE THE SUPERINTENDENT, MOTIVATE THE SUPERINTENDENT TO GO FORWARD.
AND SO WHAT DOES THAT MEAN? THE SUPERINTENDENT NEEDS TO LEAVE OUT OF THAT SESSION FEELING GOOD, FEELING, UH, MOTIVATED THAT THEY'RE GOING TO, THAT THEY WOULD GO OUT AND, UH, BE ABLE TO ACCOMPLISH AND KNOW WHAT TO ACCOMPLISH.
I HAVE A QUICK QUESTION THAT I THINK THAT WE SHOULD ELABORATE ON.
IF YOU ALL HAVE ANYTHING TOWARDS ONE VOICE MM-HMM.
I MAY KNOW IT TRUSTEE JONES AND TRUSTEE HAMILTON, ONLY BECAUSE PAST EXPERIENCE, BUT FOR THE NEW BOARD MEMBERS AND MY PERCEPTION OF ONE VOICE, IF THERE IS A OVERALL CONVERSATION ABOUT THE SUPERINTENDENT EVALUATION, WE SHOULD COME TOGETHER AS A BOARD.
IF THERE IS A PERFORMANCE CONCERN, WE SHOULD COME TOGETHER AS A BOARD.
IF THERE IS A ISSUE WITH OPERATION, WE SHOULD COME TOGETHER AS A BOARD.
THAT'S WHAT I LOOK AT AS ONE BOARD, BECAUSE THAT WILL KEEP THE SUPERINTENDENT FOCUSED ON DAY TO DAY OPERATION.
AND SEVEN BOARD MEMBERS ARE NOT TAKING HER EVERYWHERE ELSE.
SO THAT'S WHY I WANTED THAT KIND OF LIKE, BE ELABORATE.
YOU SEE SOMETHING GOING ON WITH, UH, TRANSPORTATION OR WHAT, WHATEVER IT MIGHT BE.
UH, YOU DON'T RUN TO THE, UH, SUPERINTENDENT AND IMMEDIATELY, YOU KNOW, GET HER ATTENTION OFF OF THE ADULTS, THAT THAT WOULD BE SOMETHING THAT YOU WOULD BRING.
UH, AND, AND I THOUGHT KIM, UH, HAD SAID ONE TIME, UH, ABOUT IF YOU HEAR, UM, IF YOU HEAR SOMETHING, UH, THREE TIMES
[00:45:01]
FROM THREE DIFFERENT PEOPLE AND THREE DIFFERENT PLACES, THEN IT'S A CONCERN, RIGHT? YOU KNOW, SO, UH, SO ANYWAY, UH, YES.THAT ONE, THAT ONE VOICE IS SOMETIMES DIFFICULT, BUT YOU GOTTA REALIZE THAT, UM, EVEN IN A MARRIAGE, I MEAN, MY WIFE AND I,
YOU KNOW, WE DON'T, WE WERE RAISED DIFFERENTLY, YOU KNOW? SO, UH, YOU KNOW, RAISING CHILDREN WAS DIFFERENT, BUT WE CAME TO CONSENSUS ON HOW WE WERE GONNA DO IT.
YOU KNOW? SO THAT, THAT'S A GOOD THOUGHT.
I ONLY BROUGHT THAT UP IS BECAUSE I GUESS IN A DAY TO DAY BASIS, I'VE SEEN A LOT OF EMAILS GOING BACK AND FORTH, GOING BACK AND FORTH, AND I DON'T EVER RESPOND.
I, I, I LOOK AT THEM AND I, I JUST SAID, OKAY, BUT IN MY MIND, I KNOW HOW IN THE WORLD COULD ANYBODY IN ADMINISTRATION COMPLETE? BECAUSE VERSUS SEVEN OF US, THAT SUPERINTENDENT GOT OVER 300 PEOPLE ON A DAY TO DAY BASIS.
I I JUST NEEDED TO UNDERSTAND THAT.
I WANTED TO ASK A PIGGYBACK ON THAT.
SO WHEN YOU SAY COME TOGETHER AS THE BOARD TO DEAL WITH, IF YOU HAVE ANY QUESTIONS OR CONCERNS, UM, CAN YOU ELABORATE ON THAT AS IT RELATES TO WHEN OR HOW, OR HOW WOULD YOU? RIGHT.
SO FOR INSTANCE, AND I'M GONNA BE REAL QUICK WITH IT MM-HMM.
I
AND I GUESS I'M OVER THAT BOARD OPERATIONS COMMITTEE.
AND SO FROM OUR RETREAT, IT WAS A LOT OF GOOD THINGS THAT COME OUT OF THAT RETREAT.
AND I'M TALKING TO YOU, I'M SORRY, LOOKING AT, I'M SORRY THAT NO, THAT THAT CAME OUT OF THAT RETREAT.
IS THAT BECAUSE IF, IF MR. LEWISS HAVE SOME CONCERNS OR SOME ISSUES, WE KNOW THAT IN THE EDUCATION CODE WE HAVE TO ABIDE BY THE OPEN RECORDS ACT.
I MEAN I KNOW THAT REALLY GOOD CUZ I HAD TO DO SOME THINGS WITH THAT.
AND SO THERE'S A PROCESS THAT WE WILL DO, BUT IF IT BECOMES A BIG ISSUE, I THINK THAT MAYBE IT SHOULD BE PLACED ON THE AGENDA AND THEN THAT WAY IT WOULD GET, YOU WOULD TALK WITH THE BOARD, UH, PRESIDENT AND UH, YOU CAN REQUEST AND SOMEONE ELSE CAN DO A SECOND AND WE CAN PUT IT ON THE AGENDA TO DISCUSS WELL, HOW ARE WE GONNA WORK THIS OUT VERSUS A WORKSHOP? WELL, I WOULD SAY, I'M SORRY.
I'M JUST SAYING CAUSE I'M JUST ASKING LET'S, UH, I THINK THE CONCERN THAT YOU'RE RAISING AND THE QUESTION THAT YOU HAVE WILL DEFINITELY ADDRESS WHEN YOU GET THOSE BOARD OPERATION GUIDELINES HAVE THAT, AND THESE WILL BE MORE BEST PRACTICES, MORE PROTOCOLS, AND MORE PROCEDURES THAT WE'LL PUT IN PLACE AS A BOARD MOVING FORWARD TO ADDRESS CERTAIN CONCERNS.
WELL, I WAS JUST ANSWERING HER NOW, SO JUST IN A SAKE TIME, LET'S STAY ON EVALUATION AND THEN WE CAN ADDRESS THAT AT THAT COMMITTEE MEETING.
WELL, THAT COMMITTEE MEETING COULD TAKE A WHILE.
MR. JONES, WHAT I'LL EXPECT, I ANSWER YOUR QUESTION THAT I WANNA MAKE SURE I ANSWERED YOUR QUESTION.
IF YOU, YOU, YOU WAS GOING THERE, BUT I'M GONNA RESPECT WHAT, UM, JOHN STATED AND WE CAN PICK UP AFTER THAT.
CUZ I WOULD LIKE TO UNDERSTAND FROM YOUR, YOU KNOW, POINT OF VIEW AS WELL, HOWEVER, IN RESPECT IN RESPECT AND RESPECT, RIGHT? YES.
BUT I THINK WHAT THIS'LL DO IS, IS, IS, IS POSSIBLY TAMIKA INDIRECTLY ANSWER YOUR QUESTION TOO, IS LET'S THINK ABOUT WHAT WE JUST LOOKED AT IN THIS SLIDE, IN THIS FIRST SECTION, WHICH IS A FOUNDATION.
WHAT, WHAT ARE SOME OF THE KEY POINTS THAT WE, THAT WE HEARD FROM THE SUPERINTENDENT'S EVALUATION? ONE THAT THE SUPERINTENDENTS AND, AND I'LL, I'LL START, BUT Y'ALL JUMP IN TOO.
I, IN, IN THE INTEREST OF TIME, WE WON'T, YOU KNOW, WAIT, LIKE I DO ON ONE WORD, WHICH I WILL MAKE YOU DO, BUT THE, THE SUPERINTENDENT'S GOALS ARE TIED TO THE DISTRICT GOALS, CORRECT? CORRECT.
THE OTHER THING IS PERFORMANCE BASED, RIGHT? IT'S QUANTITATIVE VERSUS QUALITATIVE.
IT'S INFORMED OVERSIGHT BECAUSE WE DON'T MANAGE THE SUPERINTENDENT'S DAY TO DAY ACTIVITIES.
UM, IT'S COLLABORATIVELY, UH, CREATED.
[00:50:01]
OUR EVALUATION INSTRUMENT IS COLLABORATIVE, COLLABORATIVELY CREATED.AND THEN WHEN WE GET INTO THE, INTO THE HOW, WHAT A SUCCESSFUL EVALUATION LOOKS LIKE IS THAT, IT'S A CONVERSATION, NOT AN INQUISITION.
I'M SURE YOU HAVE SAT AS A SUPERINTENDENT AND YOU HAVE SAT UNFORTUNATELY MAYBE AT ONE TIME THAT AN EVALUATION SUMMATIVE FELT LIKE AN INQUISITION VERSUS A CONVERSATION, RIGHT? OH, ABSOLUTELY.
THE BOARD COMMUNICATES IN ONE VOICE.
AND WHAT THAT IS, IS A SUPERINTENDENT WILL TELL YOU, EVERYBODY, ALL SEVEN OF Y'ALL HAVE YOUR WONDER VOICE.
I HAVE MY WONDERFUL AS A BOARD MEMBER, BUT A SUPERINTENDENT CAN'T MANAGE THE SEVEN VOICES A SUPERINTENDENT HAS TO MANAGE TO THE VOICE AND THE WILL OF THE BOARD.
AND THAT'S WHERE I THINK YOU WERE GOING WITH THAT.
SO IN THE EVALUATION, YOU, YOU'RE GOING TO HAVE AN OPPORTUNITY, WE'LL TALK ABOUT TIMELINE IN A MOMENT, THAT YOU'RE GONNA COME UP WITH A CONSENSUS EVALUATION.
AND WHAT'S IMPORTANT IN THAT IS THAT EVERYONE'S PERSPECTIVE IS HEARD.
YOU MAY NOT HAVE PERFECT AGREEMENT, BUT YOU WILL COME TO A CONSENSUS ON THE VOICE AND WILL THE BOARD THAT YOU'RE GONNA PRESENT TO YOUR, TO YOUR SUPERINTENDENT.
BUT TO MARK'S POINT, THE MOST IMPORTANT THING IS AT SOME POINT YOU HAVE TO PUT YOUR STAKE IN THE GROUND AND SAY WE ARE MOVING FORWARD.
AND IT SERVES AS THE SPRINGBOARD TO THE FUTURE.
AND IF YOUR SUPERINTENDENT WALKS OUT OF THAT MEETING MOTIVATED AND HAS A HARD TIME GOING TO SLEEP AT NIGHT, CUZ SHE CAN'T WAIT TO GET UP AND RUNNING AND START A NEW YEAR ALL OVER AGAIN.
THEN, YOU KNOW, AS A TEAM OF EIGHT THAT YOU GUYS ARE MARCHING TOGETHER FOR WHAT? FOR YOUR KIDS? MM-HMM.
SO WITH THAT, Y'ALL, WHY DON'T WE GO THROUGH THE OVERVIEW OF THE INSTRUMENT AND Y'ALL, Y'ALL STILL OKAY THAT WE DO THAT? AND THEN WE CAN, WE COULD TAKE A BREAK NOW IF YOU WANTED TO REAL QUICK, BUT LET'S KEEP GOING AND THEN WE'LL TAKE A QUICK BREAK, UH, AFTER THAT.
SO, HEY MARION, HOW DOES THAT SOUND TO YOU? THAT'S FINE.
I'M JUST MAKING SURE YOU'RE THERE.
SO LET'S GO BACK TO WHAT WE JUST HEARD.
THIS IS WHAT'S SO AMAZING ABOUT TEXAS.
THERE IS NO SPECIFIC INSTRUMENT THAT'S MANDATED BY TEA.
SO WE'RE GOING, GOING TO CO-CREATE IT TOGETHER AS A TEAM OF EIGHT.
THE ONE THING THAT IS REQUIRED IS THAT WE HAVE TO INCLUDE A STUDENT PERFORMANCE DOMAIN, OKAY? WHICH IS AN EVALUATION OF STUDENT ACHIEVEMENT.
AND THERE IS A LIST OF LAUNDRY LIST OF WHAT THEY CALL THE COMMISSIONER'S CRITERIA, WHICH IS THOSE MANAGEMENT, UM, UH, OPERATIONS THAT A SUPERINTENDENT DOES.
THERE'S A LIST YOU CAN INCLUDE SOME, YOU CAN INCLUDE ALL, AND THEY DON'T HAVE TO BE HIS PRESCRIBED LIST.
SO LET'S TALK ABOUT THE EVALUATION ITSELF.
AND KENDALL, WHERE ARE YOU? WILL YOU DO ME A FAVOR? YES.
I'M LOOKING FOR, WOULD YOU PULL A COUPLE OF MARKERS DOWN BECAUSE I'M, I'M HEIGHT CHALLENGED.
SO VERTICALLY CHALLENGED
I WASN'T WHEN I WAS A FIVE SIX OUTSIDE HITTER VOLLEYBALL IN HIGH SCHOOL.
THANK I APPRECIATE I HAD SOME UPS BACK THEN.
BUT THE EVALUATION IS A THREE PART INSTRUMENT.
YOU HAVE YOUR SUPERINTENDENT PRIORITY GOALS AND OUR SUPERINTENDENT PRIORITY GOALS.
OUR TAUGHT ATTACHED TO OUR DISTRICT GOALS.
WE HAVE THE STUDENT PERFORMANCE DOMAIN AND THEN WE HAVE THE PERFORMANCE STANDARDS.
SO KEEP IN MIND WE HAVE THREE THINGS.
AND SO WHAT IT'S GONNA LOOK LIKE, CUZ I AM A VISUAL LEARNER, WE HAVE THE SUPERINTENDENT'S PRIORITY GOALS, OKAY? WE HAVE THE STUDENT PERFORMANCE, AND THEN WE HAVE THE PERFORMANCE STANDARDS, WHICH ARE THE MANAGERIAL OPERATIONS.
OKAY? SO YOU CAN KIND OF THINK OF THAT VISUALLY, IF YOU WILL.
SO LET'S START WITH THE, WITH THE STUDENT FOR PRIORITY, WITH THE SUPERINTENDENT PRIORITY GOALS, THE SUPERINTENDENT EVALUATION IS ONE.
THE PRIMARY MEANS BY WHICH THE BOARD HOLDS THE SUPERINTENDENT AND THE DISTRICT OR STAFF.
HOW MANY EMPLOYEES DO WE HAVE? ONE.
SO THAT'S HOW WE HOLD THE SUPERINTENDENT, BUT WE ALSO EVALUATE THE DISTRICT'S SUCCESS.
THE DISTRICT GOALS MUST FIGURE PROMINENTLY IN THE EVALUATION OF THE SUPERINTENDENT AND THE SUPERINTENDENT GOALS SHOULD ALIGN WITH THE DISTRICT GOALS.
ONE OF THE BIG CHALLENGES THAT WE HAVE IN TEXAS, AND YOU'LL HEAR SUPERINTENDENTS SAY THIS A LOT, IS IN MY DISTRICT I HAVE SUPERINTENDENT GOALS, I HAVE DISTRICT GOALS, I HAVE STRATEGIC PLAN GOALS, I HAVE DISTRICT IMPROVEMENT PLAN GOALS, I HAVE COMMUNITY BASED ACCOUNTING SYSTEM GOALS, I HAVE STRATEGIC BLUEPRINT GOALS.
I HAVE THE, THE, THE LAUNDRY LIST
[00:55:01]
IS LONG.THIS, THIS LASER FOCUS IS YOUR SUPERINTENDENT ON WHAT'S IMPORTANT TO DRIVE THE DISTRICT FORWARD IN THAT YEAR TO MAKE THE, TO MAKE OUR DISTRICT CONTINUE TO MOVE.
SO THE SUPERINTENDENT GOALS SHOULD ALIGN WITH THE DISTRICT GOALS.
AND IF YOU THINK ABOUT IT, YOUR SUPERINTENDENT PRIORITY GOALS ARE SMART GOALS.
UM, I HAVE SEEN SUPERINTENDENT GOALS BEFORE Y'ALL THAT PETE, THAT BOARDS HAVE WRITTEN.
IT'S KIND LIKE, REMEMBER I BROUGHT THE, THE, THE GOALS AND IT'S LIKE, WHO WROTE THIS? YOU KNOW, IT WAS LIKE, YOU KNOW, IMPROVED READING.
BUT I HAVE SEEN SUPERINTENDENT GOALS WHERE THEY ARE A PARAGRAPH LONG AND THEY ARE PRESCRIPTIVE.
IT IS A CHECKLIST, YOU KNOW, INCREASE STUDENT ACHIEVEMENT.
AND THEN IT IS A CHECKLIST OF ABOUT 15 THINGS THAT THEY WANNA SEE HAPPEN.
IT'S NOT TIED TO THE OUTCOME OR THE SYSTEMS THAT GET YOU THERE, BUT IT IS A CHECKLIST OF ACTIVITY AND WHAT YOUR SUPERINTENDENT PRIORITY GOALS, THEY ACCOMPLISH SIGNIFICANT STEPS FORWARD FOR THE DISTRICT.
THE EXAMPLES CAN INCLUDE, CAN INCLUDE YOUR SUPERINTENDENTS, YOUR STUDENT ACADEMIC GOALS.
IS THAT MEASURABLE? YES, ABSOLUTELY.
IS TEACHER RETENTION? IS THAT MEASURABLE? YES, IT'S A FACILITIES OR A CAPACITY STUDY.
IT'S, IT'S THE, IT'S A GOAL THAT DRIVES THE DISTRICT FORWARD IN SUCCESS, BUT IT, IT IS NOT A CHECKLIST OR A LAUNDRY LIST.
AND IF WE THINK ABOUT IT, IT HAS THOSE SAME CRITERIA AS THE GOALS THAT WE HAVE WHEN WE DID OUR STUDENT ACHIEVEMENT GOALS.
THE ONLY THING THAT CHANGES IS WHEN WE THINK ABOUT THE POPULATION THAT MAY CHANGE, THAT MIGHT BE THE POPULATION MAY BE PASSING THE BOND ELECTION, IT MAY BE RELATED TO YOUR TEACHERS, BUT YOU WANNA HAVE A GOAL THAT IS SPECIFIC AND MEASURABLE SO THAT THE SUPERINTENDENT KNOWS THAT THIS IS WHAT HE OR SHE IS SUPPOSED TO ACCOMPLISH.
OKAY? SO THOSE ARE OUR SUPERINTENDENT PRIORITY GOALS AND LIKE OUR ACADEMIC GOALS THAT WE TALKED ABOUT, HOW MANY GOALS ARE THE RIGHT NUMBER OF GOALS? WE REMEMBER THAT WHAT, UM, STEVEN COVEY HAS TOLD US THAT ANYWHERE FROM THREE TO FIVE GETS DONE, BUT ONCE YOU START GOING ABOVE FOUR OR FIVE GOALS, WHAT HAPPENS? NOTHING GETS ACCOMPLISHED.
SO YOU REALLY WANT TO MAKE SURE THAT THOSE ARE THE KEY THINGS THAT'S GONNA DRIVE EVEN WITH THOSE FIRST THREE OR FOUR.
YEAH, YOU KNOW, WHEN, WHEN YOU START ADDING SO MANY MORE GOALS, NOTHING GET, NOTHING HAPPENS IN ANY OF THE GOALS, YOU KNOW? YEAH.
BECAUSE YOU DIVIDED UP YOUR RESOURCES AND YOUR FOCUS AND ATTENTION.
SO LET'S TALK THEN SECOND ABOUT THAT.
SO THERE IS A, A, UH, FORM THAT THEY CAN, THAT YOU CAN USE IN THE STATE OF TEXAS.
THERE IS ONE, ONE FORM IN REGION 13.
WHY THEY GOT TO BE THE ONES TO WRITE IT ON.
NEVER KNOW THAT, THAT SOME OF OUR SMALLER DISTRICTS THAT DON'T HAVE A LARGE STAFF WILL USE TO, UM, DOCUMENT THEIR STUDENT ACHIEVEMENT.
BUT BOARDS HAVE THE OPTION TO USE EITHER THE COMMISSIONER'S FORM OR ADOPT AN ALTERNATIVE METHOD FOR CONSIDERING STUDENT PERFORMANCE DATA.
SO WHAT YOU WANNA THINK ABOUT IS HOW DO YOU GET HERE, GET YOUR DATA IN LANCASTER, YOU HAD A REVIEW IN JUNE, YOU HAD A COMPREHENSIVE STAR REVIEW.
YOU HAVE YOUR REVIEW OF YOUR POST-SECONDARY, YOUR CCM R DATA, YOUR S A T, YOUR A C T, AND YOUR AP.
AS LONG AS YOU HAVE THAT DATA THAT IS REPORTED AND CAPTURED, HOW YOU DO THAT IS UP TO YOUR SUPERINTENDENT AND YOUR STAFF AND YOUR BOARD.
SO IT DOESN'T HAVE TO BE A FILL IN THE BLANK FORM, THAT'S AN OPTION.
BUT FOR A SOPHISTICATED DISTRICT LIKE YOURS, THAT'S NOT, THAT'S NOT WHERE YOU WOULD WANT TO GO.
AND THEN HOW DO YOU USE THAT STUDENT PERFORMANCE DOMAIN? IT'S THE WAY THAT YOU'VE ALWAYS USED IT HERE, YOU IDENTIFY THE AREAS WHERE YOU'VE GROWN AND YOU IDENTIFY THE AREAS THAT WE NEED TO FOCUS ON GOING FORWARD.
SO IT'S THE SAME PROCESS THAT WE'VE USED WHEN WE DID OUR TEAM OF AID TRAINING WHEN WE TALKED ABOUT GOALS AND GOAL PROGRESS MEASURING, OKAY? AND THEN YOU, AGAIN, YOU CAN WEAVE THE STUDENT PERFORMANCE DATA INTO YOUR SUPERINTENDENT'S EVALUATION AS EVIDENCE.
AND THEN FINALLY, YOU KNOW, KNOW AS ALWAYS, WE'LL USE THAT DATA TO, UM, TO DO WHAT I SAID AS EVIDENCE, AS EVIDENCE AS EVIDENCE OF SUCCESS, RIGHT? ABSOLUTELY.
SO PERFORMANCE STANDARDS, OKAY? OUR GOALS, OUR PERFORMANCE DOMAINS, THOSE ARE OUR HARD MEASUREMENTS.
LET'S TALK ABOUT PERFORMANCE STANDARDS.
WHEN YOU LOOK AT THE TOOL AND IF YOU WILL, Y'ALL, YOU HAVE, THANK YOU MONET, FOR INCLUDING THIS.
WOULD YOU PULL UP THE PERFORMANCE STANDARD SHEET, UM, MARK HERE TO GO.
[01:00:01]
ON YOUR PERFORMANCE STANDARD SHEETS, THERE ARE THREE PARTS TO THE PERFORMANCE STANDARDS, OKAY? THE FIRST PART IS YOUR PERFORMANCE STANDARD, AND THAT IS THE CRITERIA OF THE MANAGERIAL OPERATIONS.AND THERE ARE EIGHT MANAGERIAL CRITERIA.
THEN THE SECOND IS THE PERFORMANCE INDICATORS.
AND THAT IS THE EVIDENCE OR THE LOOK FOR IS WHAT YOU AS A BOARD WILL LOOK FOR AS EVIDENCE OF MEETING THAT PERFORMANCE STANDARD.
AND THEN THE THIRD PART IS A PERFORMANCE RUBRIC, AND THAT'S THE MEASUREMENT SYSTEM FOR THAT PERFORMANCE STANDARD.
OKAY? SO THIS IS YOUR OVERVIEW AND LET ME DO THIS.
SO LET'S TALK ABOUT EACH ONE OF THESE SEPARATELY.
AND Y'ALL WE'RE GONNA DO THAT AGAIN TONIGHT.
THIS IS THE INSTRUMENT THAT WE'RE LOOKING FORWARD AS A BEST PRACTICE MOVING FORWARD.
WE'RE GOING TO GO OVER IT IN A, IN A VERY, IN A VERY GOOD TOP LINE, GIVE YOUR PERSPECTIVE.
BUT YOU WILL NEED TO GO BACK AND I KNOW, UH, PRESIDENT HAMILTON WILL TAKE YOU ALL THROUGH THIS, YOU KNOW, AGAIN, BUT YOU WANNA KEEP REVIEWING IT.
YOU KNOW, THAT'S THE, THAT'S THE IMPORTANT PART ABOUT BEING A BOARD MEMBER.
DO Y'ALL REMEMBER IN THAT PRESENTATION WHEN I TALKED ABOUT PREPARATION AND THE MOST IMPORTANT THING IS THE WORD THAT WAS IN 16 FONT THAT WAS BOLDED.
READ EVERYTHING AND REREAD EVERYTHING AND REREAD EVERYTHING AGAIN, BECAUSE THIS IS COMPLEX.
AND I WILL TELL YOU, I HAVE SPENT, AND I'VE DONE THIS LONG TIME, I'VE SPENT HOURS ON THIS READING IT, TRYING TO INTERNALIZE IT AND BEING ABLE TO PRESENT IT BACK OUT AGAIN.
SO PERFORMANCE STANDARDS, THEY DEFINE THE CRITERIA EXPECTED WHEN SUPERINTENDENTS PERFORM THEIR MAJOR DUTIES.
OKAY? THEY SUPPORT THE PRIORITY GOALS, IT'S THE ACTIVITIES THEY DO TO SUPPORT THE PRIORITIES, GOALS.
AND THIS IS HOW YOU EVALUATE WITHOUT OBSERVING THE SUPERINTENDENTS DAY TO DAY MANAGEMENT OF THE DISTRICT.
OKAY? THIS IS HOW WE DO INFORMED OVERSIGHT WHEN WE ARE NOT THERE ON A DAY TO DAY BASIS.
THE SECOND PART THAT YOU HAVE TO KEEP IN MIND WHEN YOU'RE DOING THIS IS THAT EVALUATING EVERYTHING, ALL EIGHT OF THESE, AND YOU'VE HAD A CHANCE TO LOOK THROUGH 'EM, EVALUATING EVERYTHING IS NOT PRACTICAL, NOR IS IT BENEFICIAL.
OKAY? EVEN THOUGH THERE ARE EIGHT, YOU DON'T WANT TO HAVE ALL EIGHT EVERY YEAR.
THIS IS AGAIN, WHERE YOU WOULD PICK THREE TO FOUR, DEPENDING ON THE YEAR, DEPENDING ON WHAT YOU'RE TRYING TO ACCOMPLISH IN YOUR DISTRICT GOALS, YOU WOULD PICK THE CRITICAL THREE TO FOUR THAT, UM, THAT YOU WOULD FOCUS ON.
SO AGAIN, YOU, YOU USE THIS PROCESS TO FOCUS ON THE MOST IMPORTANT ASPECTS IN THE CURRENT YEAR.
AND THINK ABOUT IT, IF YOU HAVE A NEW SUPERINTENDENT, YOU WOULD DO EXACTLY WHAT DR.
YOU MIGHT FOCUS ON, ON BUILDING RELATIONSHIPS, ON, ON BOARD RELATIONS, BUT ALSO HOW TO, THE ONBOARDING PROCESS, HOW ARE YOU DOING YOUR TRANSITIONAL PLAN? AND THAT WOULD FALL UNDER, UM, PROBABLY OPERATIONS.
THERE'S AN OPERATIONS MANAGEMENT, OKAY? A SUPERINTENDENT WHO HAS LIMITED BUDGET EXPERIENCE MIGHT FOCUS ON FINANCE.
AGAIN, BECAUSE WE REMEMBER THAT THE SUPERINTENDENT'S EVALUATION IS ALSO A PROFESSIONAL DEVELOPMENT TOOL.
IF THERE IS AN AREA THAT A SUPERINTENDENT NEEDS TO WORK ON, IF YOU'RE HAVING A BOND ELECTION, YOU WOULD, MIGHT PUT COMMUNICATIONS AS ONE OF YOUR KEY AREAS BECAUSE OF THE CONNECTIONS THAT YOU'RE GOING TO HAVE TO MAKE WITH THE COMMUNITY IN ORDER TO PASS IT.
SO YOU CAN SEE HOW EVERYTHING RELATES BACK TO YOUR, YOUR, UH, SUPERINTENDENT PRIORITY GOALS AND YOUR STUDENT ACHIEVEMENT, OKAY? SO WE'RE NOT JUST PICKING THESE BECAUSE, OH, WE HAVEN'T DONE THIS ONE IN A WHILE.
THEY'RE CHOSEN WITH INTENTIONALITY IN ORDER TO ACHIEVE AND MOVE THE DISTRICT FORWARD.
AND WHEN WE SAY MOVE THE DISTRICT FORWARD, WE'RE TALKING ABOUT STUDENT ACHIEVEMENT AND STUDENT SUCCESS.
LET'S TAKE A LOOK AT WHAT THESE AR AND AGAIN, WE'RE NOT GONNA DO A DEEP DIVE IN IT, BUT IT'S AN OPPORTUNITY FOR Y'ALL TO GET A PERSPECTIVE ABOUT THESE KEY MANAGERIAL OPERATIONS.
SO THE FIRST ONE IS STRATEGIC LEADERSHIP, AND THIS IS THE ONE THAT FOCUSES ON THE FUTURE WHERE YOU'RE GOING FROM A STRATEGIC PLANNING STANDPOINT.
FOR US IN TEXAS, IT'S HUGE BECAUSE WE ARE FOCUSING IN OUR KIDS TO BE CAREER IN COLLEGE READY? SO IT'S STRATEGIC LEADERSHIP.
THE SECOND PART IS PLANNING AN ASSESSMENT.
PERRA, I WILL WAIT TILL THE END AND ASK YOU WHICH ONES THAT YOU, YOU ENROLL UPON REFLECTION, WHAT YOU LOOKED AT LAST YEAR AS YOU WERE WORKING ON YOUR PLAN.
SO THIS IS HOW DOES YOUR SUPERINTENDENT
[01:05:01]
GATHER DATA, ANALYZE IT TO GUIDE THE PLANNING, DECISION MAKING, UM, PROCESS THROUGHOUT THE DISTRICT THAT FOCUSES ON STUDENT ACADEMIC PROGRESS.THE THIRD ONE IS INSTRUCTIONAL LEADERSHIP.
OKAY, GOING BACK TO IT, JUST LOOK AT THIS AGAIN.
PLANNING ASSESSMENT IS HOW YOU USE DATA.
IT'S YOUR SOURCES AND TYPES OF DATA.
THEN YOU GO TO INSTRUCTIONAL, UH, LEADERSHIP.
HOW DO YOU PUT THOSE SYSTEMS IN PLACE TO MAKE IT HAPPEN? FOURTH IS YOUR ORGANIZATIONAL LEADERSHIP AND RESOURCE MANAGEMENT.
YOU'RE FINANCE, OPERATIONS, FACILITIES, HUMAN RESOURCES.
THE FIFTH ONE, COMMUNITY AND COMMUNITY COMMUNICATION AND COMMUNITY RELATIONS.
HOW ARE YOU BUILDING STRATEGIC PARTNERSHIPS IN THE COMMUNITY? HOW ARE WE COMMUNICATING EFFECTIVELY? ARE WE REACHING ALL OF OUR STAKEHOLDERS IN THE COMMUNITY, OUR PARENTS, OUR COMMUNITY MEMBERS? ARE WE CULTURALLY RESPONSIVE? RESPONSIVE AND EQUITY? DOES ALL MEAN ALL OR DOES ALL MEAN SOME? THAT'S THE BEST WAY TO PUT THAT.
AND THEN FINALLY, THE PROFESSIONALISM.
A LOT OF THIS IS, IS PROFESSIONAL DEVELOPMENT.
IF YOU HAVE, AND I WILL SAY INEXPERIENCED SUPERINTENDENT, NOT SOMEONE LIKE DR.
PERRERA WHO MAY BE NEW TO THE DISTRICT, BUT SOMEONE WHO IS NEW IN THEIR POSITION AS A SUPERINTENDENT.
FIRST YEAR SUPERINTENDENT, SECOND YEAR, THIRD YEAR SUPERINTENDENT.
PERRERA CAN SPEAK TO THE IMPORTANCE OF PROFESSIONAL DEVELOPMENT AND GROWING THAT SUPERINTENDENT WHO'S YOUNG IN HIS OR HER CAREER.
AND THEN FINALLY, UM, DISTRICT-WIDE STUDENT ACADEMIC PROCESS.
YOU KNOW, I, IF YOU READ THIS AT FIRST BLUSH, YOU THINK, WELL, THAT'S THE SAME AS A STUDENT PERFORMANCE DOMAIN.
BUT WHAT THIS REALLY TALKS ABOUT IS THE SYSTEMS THAT ARE IN PLACE IN ORDER TO DRIVE STUDENT ACHIEVEMENT.
WHAT ARE THOSE SYSTEMS THAT YOU HAVE IN PLACE? SO IF YOU HAVE A DISTRICT, NOT Y'ALL'S, BUT I DO HAVE DISTRICTS THAT I WORK WITH, THAT THEIR STUDENTS ARE UNDERACHIEVING ACADEMICALLY.
THEY HAVE A NEW SUPERINTENDENT.
THIS IS HER FOCUS BECAUSE SHE SAID, MY, MY CHALLENGES IS WE HAVE NO SYSTEMS IN PLACE IN ORDER TO MAKE SURE THAT WE HAVE, UM, OUR, THAT ALL OF OUR KIDS ARE MOVING FORWARD.
SO THIS IS WHERE YOU LOOK AT THOSE TYPES OF SYSTEMS. WE DON'T HAVE A YEAH, NO, WE DON'T.
UM, I, I REVISED THE PRESENTATION.
SO MONNET, I, AND I WHISPERED IN YOUR EAR MONNET, I CHANGED ONE OF THE SLIDES AND SHE SAID, THAT'S OKAY.
I WILL GIVE IT OUT TO THE BOARD.
KIM, WHY WOULDN'T I BE UNDER INSTRUCTIONAL LEADERSHIP AND PLANNING AND ASSESSMENT? YOU KNOW, IT, IT, IT VERY WELL COULD BE.
AND I THINK YOU'VE MADE THAT POINT BEFORE, THAT THESE, THESE ARE INTERCHANGEABLE AND THAT THEY, UM, THAT THEY DO OVERLAP.
AND SO THERE ARE PARTS OF ONE THAT CAN BE INCORPORATED IN ANOTHER ONE.
AND THAT'S WHY YOU DON'T DO ALL EIGHT.
YOU, YOU, WE, THEM, AND AGAIN, AN EXPERIENCED SUPERINTENDENT WILL, WILL, WILL CUSTOMIZE THAT AND BRING THAT OUT.
SO THEY LOOK AT THE FIRST GOAL THE BOARD, UH, ADOPTED, UM, ABOUT THE TEACHING AND LEARNING EXPERIENCES ABOUT THE STUDENTS GROWTH.
SO THAT'S FOUR, RIGHT? JUST THAT ONE.
REALLY QUICK, UH, ACROSS THE STATE, HAVE YOU GUYS SEEN A NUMBER OF DISTRICTS USING NUMBER EIGHT CONSIDERING ALL THE STUFF WE'VE HAD GOING ON WITH COVID AND THE WAY IT'S IMPACTED ALL THE ACADEMICS ACROSS REALLY ACROSS THE WORLD? YEAH.
IF THEY'RE PERFORMANCE, UM, I AM IN A SUPERINTENDENT'S CONTRACT.
AND I THINK WHAT BOARDS ARE HAVING TO, AND THAT'S A REALLY GOOD QUESTION, KENDALL.
I THINK WHAT BOARDS ARE HAVING TO, UM, REEVALUATE THEIR PERSPECTIVE AND THEIR LENS IS IN THOSE DISTRICTS WHERE, BECAUSE OF COVID, BECAUSE OF ALL THE CHANGES, IS THAT YOU HAVE TO LOOK AT PUTTING THOSE SYSTEMS IN PLACE FIRST.
SO WHAT HAPPENS IS THE STUDENT OUTCOMES MAY SLOWER IN THAT, IN, IN THE FIRST, IF YOU'RE LOOKING AT FIVE YEAR PLANS, YOUR YEAR ONE, YOUR YEAR TWO, AND YOUR YEAR THREE ACHIEVEMENT MAY BE LOWER, BUT THEN THEY'RE SETTING HIGHER GOALS IN YEARS FOUR AND FIVE, AND THEY'RE LOOKING AT THE ACCELERATION OUT THERE.
SO YOU HAVE TO, AS A BOARD, BALANCE YOUR SYSTEMS AND YOUR OUTCOMES.
SO ARE YOU SEEING PEOPLE ADDRESSING THE SY SYSTEMS? AND THIS, I DON'T MEAN TO DEVIATE TOO MUCH.
CURIOUS, ARE YOU SEEING PEOPLE ADDRESS THOSE SYSTEMS IN PLACE MORE AGGRESSIVELY OR TRYING TO ATTACK THE LEARNING LOSS? DO YOU HAVE TO ATTACK THE LEARNING LOSS THROUGH HAVING EFFECTIVE SYSTEMS IN PLACE? DO YOU HAVE, DO YOU HAVE, UM, EFFECTIVE LESSON PLANS? ARE YOU FOLLOWING THE YEAR, THE AN
[01:10:01]
THE ANNUAL, THE YA THE YEAR TO GLANCE? ARE YOU FOLLOWING GOOD T TESTS, UM, OR WHATEVER YOUR TEACHER EVALUATION PROGRAM IS? DO YOU HAVE PROFESSIONAL LEARNING COMMUNITIES? IS YOUR CURRICULUM CORRECT? ARE YOU INSTRUCTIONAL STRATEGIES APPROPRIATE? AND THAT'S A PROCESS.YOU JUST CAN'T TURN ON A DIME.
AND, AND I'M SURE YOU KNOW, DR.
PER HAS, SHE HAD HER YEAR OF EVALUATION AND IS COMING BACK AND SAYING, THERE ARE SYSTEMS THAT WE NEED TO PUT IN PLACE.
WE'VE DONE ALL YEAR LONG BUILDING THOSE.
UM, AND JUST TO LET THE BOARD KNOW THESE FOUR GOALS, THEY'RE NOT JUST MY GOALS.
I MEAN, THEY'RE THE DISTRICT GOALS.
BUT KNOW THAT WHEN WE PUT PERFORMANCE STANDARDS INTO THIS, MY ACADEMY HAS THE SAME PERFORMANCE STANDARDS AS WELL, NO MATTER WHERE THEY SERVE, UH, IN THE DISTRICT.
YOU, HOW ARE YOU CONTRIBUTING FROM YOUR DEPARTMENT, UM, TO INSTRUCTIONAL LEADERSHIP? THEY ALL APPLY.
PRAYER, I, I SAW UNITED WHEN I WAS TALKING ABOUT YOUR LIST OF DIFFERENT GOALS, THEY CAN HAVE, YOU KNOW, THAT, THAT, THAT ARE OUT THERE.
CAN YOU SHARE WITH THE BOARD THE IMPORTANCE OF HAVING A UNIFORM GOAL SO THAT YOU'RE NOT ON A DIFFERENT GOAL GOAL? CAUSE YOU BRING UP A GOOD POINT ABOUT YOUR STAFF THAT YOUR GOAL AND YOUR STAFF GOALS HAVE TO ALIGN JUST AS YOUR WELL, I MEAN, AGAIN, IN MY EXPERIENCES, I, I DON'T THINK ANYONE AROUND THE TABLE CAN DO ANY OF THIS ALONE.
AND SO WE HAVE TO BE ALIGNED, UH, BECAUSE IF WE ARE SCATTERED, THEN AGAIN, THE, THE NEEDLE DOESN'T MOVE AS FAST OR AS FAR AS IT POSSIBLY CAN FOR OUR STUDENTS.
AND SO, AS YOU'LL LOOK, YOU'LL SEE FROM THE DISTRICT TO MY GOALS, UH, MY PERFORMANCE GOALS TO MY CABINET, TO PRINCIPALS, TO TEACHERS AND THEIR, THEIR CAMPUSES, RIGHT? SO IT IS ALL ALIGNED.
THEY MAY NOT ALL BE EXACTLY WORDED, BUT WE'RE ALL FOCUSED IN THE SAME AREAS.
SO, YOU KNOW, LIKE THE FIRST GOAL IS TEACHING AND LEARNING.
EVERYBODY'S GONNA HAVE SOMETHING IN THEIR, THEIR, UH, GOALS THAT, THAT CONTRIBUTES TO THAT.
AND YOU MIGHT SAY, WELL, HOW'S OPERATIONS GONNA DO THAT? WELL, IF WE DON'T HAVE HEALTHY CLASSROOMS AND PRODUCE IT TO LEARNING, THEN THAT'S, THAT GOAL MAY HAPPEN.
BUT AGAIN, IT'S A, IT'S A WHOLE VILLAGE, IF YOU WILL.
SO THAT SPEAKS TO THE THOUGHTFULNESS AND HOW THOUGHTFUL AND INTENTIONAL.
MY TWO FAVORITE WORDS THAT AS A TEAM OF EIGHT, Y'ALL HAVE TO BE, OR ANY, EVERY BOARD HAS TO BE WHEN THEY'RE CRAFTING THOSE DISTRICTS AND THE SUPERINTENDENT'S, SCHOOLS AND EVALUATION, BECAUSE IT DOESN'T STOP IN THIS ROOM.
THE CASCADES ALL THE WAY DOWN TO THE CLASSROOM.
THAT'S WHY A ROBUST BEST PRACTICE SUPERINTENDENT EVALUATION.
AND WHEN WE TALK ABOUT EVALUATION, IT'S NOT JUST THE INSTRUMENT OR ONE TIME AT THE END OF THE YEAR.
IT'S THE PROCESS ALONG THE WAY.
IT IS SO IMPORTANT TO KEEP A HIGH DEGREE OF FIDELITY.
PERRERA SAID SOMETHING THAT, YOU KNOW, JUST THE WAY IT WAS SAID FROM THE TOP AND GET TO THAT POINT.
AND IN OTHER WORDS, IT HAS THAT BUILDING, THAT ROOM HAS TO BE CONDUCED TO LEARNING.
WELL AS BOARD LEVEL, THAT'S WHERE WE COME IN PLACE TO ENSURE THAT CONNECTION FROM THE BOARD TO THE SUPERINTENDENT AND SUPPLY.
WHAT, WHAT DID I CALL IT? Y'ALL AND SOMEBODY'S STEALING.
TAKE IT AS YOUR OWN, AS A BOARD.
WE HAVE TO CLEAR THE PATH THROUGH OUR, THROUGH OUR, WHAT WE DO, WHICH IS SET THE BUDGET OR SET OUR, UM, UH, POLICIES.
AND I WOULD JUST ADD, ADD ONE THING.
I THINK ONE OF THE KEY TERMS OR KEY WORDS THAT WAS UTILIZED ON THE ALIGNMENT.
AND THEN WHEN WE LOOK AT THAT, WE HAVE TO FOCUS BACK TO OUR MISSION STATEMENT.
AND THAT'S WHAT'S DRIVING US AS AN ENTITY.
AND THEN OUR GOALS ALIGN WITH THAT.
AND IF THEY DON'T, THAT'S WHEN WE HAVE ISSUES.
AND THEN WHEN WE LOOK AT BOARD, CAUSE THAT WE APPROVED THIS LAST BOARD MEETING, NOW YOU BEGAN THE SUPERINTENDENT, YOU KNOW, WE, IDENTIFI GOALS ARE, THEY'RE GONNA ALIGN WITHIN ONE OF THESE.
AND THEN AGAIN, THAT'S GONNA BE OUR DRIVING FORCE.
REMEMBER ROHA, YOU KNOW, YOU GOTTA GET IT OUT THERE.
THE BOARD'S GOALS ARE LOFT, OUR TEAM, OURS ARE MORE SPECIFIC AND MEASURABLE AND TIMELY AND RELEVANT, IF YOU WILL, AS ALL THE SMART GOALS.
CAUSE IF YOU SAY, WE WANNA RAISE SCORES BY 6%, 7%, CAN YOU DO THAT
BUT I MEAN, THAT, THAT IS, THAT IS MY, MYSELF AND MY INSTRUCTIONAL TEAM, EVERYONE ELSE CONTRIBUTING TO THAT, WE CAN WORK ON STRATEGIES TO MAKE THAT HAPPEN AS BEST POSSIBLE.
AND AS WE'VE SEEN FOR THIS YEAR, THAT FOCUS, EVEN LAST YEAR IN MY TRANSITION, MY TEAM WAS STILL ALIGNED BECAUSE THEY, A LOT OF THEM WERE NEW TOO.
SO WE HAVE TO BE REALISTIC THAT, THAT ALLOWS
[01:15:01]
ME, AS YOU WERE SAYING EARLIER ABOUT THE FOCUS PIECE, THAT I CAN DO SOMETHING ELSE OVER HERE.CUZ I KNOW EVERYBODY ELSE IS AN ALIGNMENT AND THEY KNOW THAT THEY'LL BE HELD ACCOUNTABLE FOR THEIR LINE.
SO I'M ON THIS SIDE OF THE TABLE.
WHAT IS NUMBER ONE IN THE SCHOOL BOARD'S ROLES AND RESPONSIBILITIES? WHAT DO WE DO? CLEAR THE PATH.
GO BACK, GO BACK TO BOTH OF US.
I DON'T THINK WE, I HAVE THAT, OH, I DIDN'T HAVE THAT ONE.
SET THE VISION, MISSION AND GOALS AND THEN ADOPT THE GOALS.
SET THE VISION, MISSION, AND ADOPT THE GOALS.
YOU GAVE ME GOOSE ONCE WHEN YOU SAID WE HAVE TO GO BACK TO OUR MISSION.
AND WE'VE GOTTA KEEP THAT IN THE FOREFRONT OF EVERYTHING.
SO LET'S TALK ABOUT THE PERFORMANCE INDICATORS.
Y'ALL, THIS IS A ONE LAST THING.
WE AREN'T THERE LOOKING OVER DR.
THESE ARE THE KINDS OF THINGS YOU WOULD EXPECT AN AN EFFECTIVE SUPERINTENDENT TO DO.
AND IN YOUR SUPERINTENDENT EVALUATION, UH, PERFORMANCE STANDARDS INSTRUMENT, IT'S THESE THINGS HERE.
BUT I WANT YOU TO SEE RIGHT HERE IN A BIG WORD IT SAYS SAMPLE PERFORMANCE INDICATORS.
THESE, THIS IS NOT A CHECKLIST.
THIS IS NOT, THIS IS NOT, UM, CUSTOMIZED TO LANCASTER ISD OR ANY OTHER ISD.
SO THEY SHOULD BE CUSTOMIZED FOR THE DISTRICT SYSTEM.
THEY'RE BASED ON CURRENT RESEARCH AND DATA.
SO IT'S, IT'S THE EVIDENCE THAT YOU WILL SEE DR.
THAT'S BASED ON RESEARCH AND DATA.
OKAY? AND I, AND, AND WHAT I WANT YOU TO KNOW ABOUT THIS, AND WE'LL TALK ABOUT IT A LITTLE MORE.
THESE, THIS IS, YOU ARE NOT TELLING THE SUPERINTENDENT WHAT TO DO.
THIS IS THE SUPERINTENDENT COMING BACK TO YOU AND SAYING, THIS IS THE EVIDENCE TO LOOK FOR.
YOU'RE NOT GOING TO BE GRADING THE PERFORMANCE INDICATORS.
YOU'RE GONNA BE EVALUATING THE PERFORMANCE STANDARD.
BUT THIS IS THE LOOK FOR THE EVIDENCE.
PEREZ'S POINT, I THINK SHE JUST, SHE JUST ILLUSTRATED IT BEAUTIFULLY.
INDICATORS ARE NOT MUTUALLY EXCLUSIVE AND MAY OVERLAP WITH INDICATORS IN OTHER STANDARDS.
OKAY? AND THAT'S WHAT A BEST PRACTICE EVALUATION INSTRUMENT IS, Y'ALL.
AND THEY'RE NOT MUTUALLY EXCLUSIVE.
THEY'RE WOVEN IN TO EACH OTHER.
BECAUSE AS YOU SAID, DR PER, IT'S NOT JUST ONE DISTRICT OR ONE DEPARTMENT'S RESPONSIBILITY TO MAKE THINGS HAPPEN.
YOU HAVE TO WORK TOGETHER AS A TEAM TO MAKE THAT HAPPEN IN THE CLASSROOM.
THESE, UM, PERFORMANCE INDICATORS, UM, WHEN THEY, I GUESS DEVELOP, I THINK THEY WERE A GAME CHANGER IN THE, IN THE EVALUATION TOOLS.
BECAUSE AS YOU SHARED EARLIER, MY EXPERIENCE OF MY EXPERIENCES AS A SUPERINTENDENT, AND ONLY MARK AT THE TABLE CAN SAY YES, HE'S HAD THOSE AS WELL.
AND THAT IS TO SAY THAT I DON'T EXPECT YOU TO KNOW ALL OF THE THINGS THAT I DO, BUT THIS IS A GAME CHANGER CUZ IT GIVES YOU SOME INSIGHT AS TO WHAT TO LOOK FOR.
WE HAVE THE SAME SORT OF LIST AND WE'RE GOING INTO A CLASSROOM.
AND WHEN I VISIT SCHOOL, I'M NOT JUST GOING TO READ OR I'M GOING TO CALIBRATE.
CAUSE I WANNA KNOW WHAT THE LOOK FORS ARE.
AND I WANT KNOW THAT THE PRINCIPAL KNOWS.
AND I WANNA KNOW THAT AP KNOWS.
SO WE'RE GOING IN THAT CLASSROOM.
THE TEACHER HAS, HAS THREE DIFFERENT PERSPECTIVES.
THEY KNOW WHAT YOU'RE LOOKING FOR.
SO THAT'S HOW LINE, AND, AND I WOULD, UH, I WOULD POINT YOU TO THIS, UH, THIS STATEMENT HERE, UH, UNDER THE PERFORMANCE INDICATORS, IT SAYS EXAMPLES MAY INCLUDE, BUT AND ARE NOT LIMITED TO.
SO JUST REMEMBER THAT THESE ARE JUST LIKE, I MEAN, I JUST WANNA REEMPHASIZE THAT.
UH, THESE THINGS MAY NOT BE GOING ON IN YOUR DISTRICT BECAUSE THEY MIGHT NOT BE PERTINENT IN YOUR DISTRICT.
UH, BUT THERE MAY BE SOME OTHER ONES THAT ARE.
SO, UH, JUST KEEP THAT IN MIND.
UH, BUT, BUT I, I'M REALLY, UM, I REALLY LIKE THIS TOOL BECAUSE BOARD MEMBERS ON A LOT OF OTHER INSTRUMENTS AREN'T GIVEN SOME LOOK FOR MM-HMM.
SO, UH, JUST REMEMBER THAT IT, IT'S, IT'S, UH, NOT A PRES PRESCRIPTIVE LIST OF WHAT, UH, SHOULD BE HAPPENING.
AND, AND I WILL TELL YOU FOR LESS SOPHISTICATED WORDS, I WILL HAVE TO EMPHASIZE, I THAT IS GONNA BE THAT 10 TIMES, 10 DIFFERENT WAYS TO RETAIN, 10% TO SAY, Y'ALL, YOU CAN'T TAKE THESE AND PUT THESE IN YOUR SUPERINTENDENT'S EVALUATION.
IT HAS TO BE PERTINENT, GERMANE, UM,
[01:20:01]
AND, AND CONNECTS TO YOUR DISTRICT.IT GOES TO THE STUDENT TOO, BY THE WAY.
IT'S LIKE, WHAT ARE YOU LEARNING? WHY ARE YOU LEARNING? AND HOW DO YOU KNOW YOU LEARNED? SAME THING.
THAT'S THE EXACT, AND JUST PUT IT IN KIDS TERMS. YES.
YOU CAN BET WHEN I GO INTO A CLASSROOM, I'LL ASK AT LEAST ONE STUDENT THAT QUESTION.
NOW, OF COURSE THEY'LL BE KEY.
I DON'T KNOW WHAT WE'RE DOING
THEY KNOW THAT I CARRY STEAM PAD WITH ME, WITH THE, YOU GET A FREE ICE CREAM.
SO THEY'LL I ASK THAT QUESTION TOO.
AND THE PRINCIPAL WAS ICE CREAM.
DON'T YOU KNOW THAT, REMEMBER AS A TEACHER, YOU KNOW, WHEN THE SUPERINTENDENT WOULD COME IN AND THE LAST QUESTION YOU WERE JUST PRAYING, PLEASE, PLEASE ASK SUSIE.
UM, TIE, I'M GONNA, I'M GONNA JUST PICK YOU OUT CAUSE I, I HIT THE OTHER SIDE OF THE SIDE OF THE TABLE AS IN YOUR EXPERIENCE, A LITTLE BIT OF REFLECTION ON THIS TOOL.
AND THEN WE'LL GO INTO, UH, INTO A BRIGHT.
UH, I THINK ONE OF THE THINGS THAT WE'VE DONE IN THE PAST, AND GUESS TWO ADMINISTRATIONS WAS LOOKING AT A TOOL AND THEN US REALLY PUTTING THAT TOOL TOGETHER.
UH, AND I THINK THE ONE THAT WE HAVE RIGHT NOW IN PLACE REALLY ENCAPSULATES THE ENTRY PLANNING GOALS AND THEN WHAT WE'LL DO MOVING FORWARD.
NOW WE HAVE DISTRICT GOALS IN PLACE, IDENTIFY AS SUPERINTENDENT GOALS, AND I THINK THE DISTRICT GOALS ALIGN WITH THAT MISSION.
SO FROM THERE, SHE'S BEEN WORKING ON, UH, HER PIECE TO PRESENT THAT TOOLS, BUT THEN PUT IT INTO THE INSTRUMENT.
IT'S OFF THE BREAK AND WE'RE GOOD TO GO.
WELL, YOU KNOW, WITH THAT WE'RE GONNA, LET'S TAKE A A SHALL WE TAKE, I'LL SAY NO MORE THAN 10 MINUTES, YOU KNOW, SEVEN 40.
AND ACTUALLY IT'S NINE MINUTES.
BUT, UM, IF, IF WE COME BACK SOONER, WE'LL GET STARTED A LITTLE SOONER.
SO WHAT WE HAVE LEFT TO TALK ABOUT IS WE'RE GONNA TALK ABOUT THE EVIDENCE AND THEN, UH, WE'LL ALSO TALK ABOUT THE RUBRIC, BUT ON A HIGH LEVEL OF, OF, UH, AT THE END OF THE YEAR, JUST SO THAT YOU'LL HAVE A PERSPECTIVE ON IT.
AND THEN WE'LL FINISH UP WITH THE, UM, FORMATIVE WITH THE ASSESSMENT.
I MIGHT SPONTANEOUS, I THOUGHT IT WAS JUST ME.
LIKE THE AIRS NOT CIRCULATING OR SOMETHING.
A PERSPECTIVE, ANYTHING, YOU KNOW, THINKING YOU, YOU SHOULD JUST, UM,
SO CAN YOU DO YOUR EMAIL? WELL, I KINDA OF LIKE, NEED TO LOOK AT THE CALENDARS.
WITH YOUS NOT HAVE THE, BUT THE SAME
SO, UH, WHAT ARE QUESTIONS? YEAH, I, I QUESTION.
UM, WE COME IT BE YOUR QUESTIONS.
WHAT DO YOU KNOW? JUST FY PERSONAL HOW I, I'M GONNA, I'M, I'M GONNA ASK IT.
I THINK IT'S, YOU KNOW, HERE'S, HERE'S WHAT LEARNED.
AND THEN DID YOU, HERE'S YEAH.
AND THEN HAVING KNOW, SO ANYWAY,
YEAH, I CAN, I CAN TELL YOU IT'S YEAH.
WHO, WHAT WE, OURS WE BE ABLE TO DO.
HOW DO WE KNOW IF THEY WANT, HOW, HOW WOULD THEY DON'T? SO SHE JUST TAKES FOR THE STUDENTS WHO KNOW IT.
SO HOW DO WE, IF LEARNED THAT WHAT, WHAT WE DO IF THEY DON KNOW IT, AND HOW WILL WE EXTEND THE MONEY FOR THOSE? YEAH.
SO I'VE GOT, IF IF THEY, AND THERE'S A LOT OF DIFFERENT WAYS YOU CAN WRITE IT.
WE KNOW, WHAT DO WE DO IF THE, THEY, YOU'RE DRIVING DOWN THERE FOUR O'CLOCK HAVE WONDERFUL SCHOOL, UM,
[01:25:02]
TEACHERS.I REALLY, UH, SHE GAVE YOU WANT US TO THE, ON THE TEXTS.
I I KNOW YOU HAVE HUNDRED PERCENT.
THAT'D BE, BUT I HAVE TO, WHAT WE'RE LOOKING AT STUDENTS BEING A, I NEED YOU LOOK BACK AT THEIR EIGHTH GRADE YEAR AND THEY, THEY WERE 80%.
DID THEY GO UP TO 80% OR DID THEY STILL PASS? YOU KNOW? MM.
OH, SHE WAS NOT HAPPY, BUT SHE UNDERSTOOD IT.
WE, WE HAVE A GOOD RELATIONSHIP.
AND YOU WERE ABLE TO, IT LET ME, I'M JUST GOING TO SEE WHERE I GO NEXT.
DO YOU NEED ANYTHING? NO, I'M GOOD.
WE'RE GO HERE RIGHT AROUND THE CORNER.
OR YOU GO THROUGH THE KITCHEN RIGHT HERE.
AND I'S YOU DOING JAMAICA? GIRL? I DO NOT KNOW HOW YOU BURN THOSE SHOES.
I CAN PLAY BALL AND TRACKING THESE SHOES.
THE ONLY ONES THAT GIVE ON MY RED BOTTOMS. REALLY? MY RED BOTTOMS ARE HAVE A LOT OF THEM.
THEY'RE RAY BOTTLES ARE ONLY FOR STANDING ON ONE SIDE OR SITTING DOWN.
OR YOU CAN WHERE YOU CAN PUT YOUR FEET KIND LIKE THIS.
I MAKE SURE I KEEP MY, I HAVE THIS LITTLE, UH, BANK I KEEP WITH ME WHERE I HAVE THEM GO.
FOLDING SLIPPERS REALLY, REALLY THIN.
CAUSE SOON AS I GET OUTTA WEAR MY AT THEM RED BOX GOTTA COME OFF.
CAUSE THEY DO NOT FEEL GOOD AT ALL.
AND I DON'T OWN A PAIR OF OPEN TOE YET.
THAT'S ALL UNCOMFORTABLE SHOES.
I, ALL THOSE YEARS OF SOCCER HAS TENNIS.
BUT SEE, I THINK IT'S MORE OF A HABIT.
IT'S LIKE ONCE IT'S A HABIT, BECAUSE SOME PEOPLE, LIKE I HAVE A AUNT THAT WEAR HERE.
TODAY WE HAD A SESSION FOR THEM WITH ALL OF THE MAKES SENSE.
THE, UH, AFFIRMATIVE CERTIFICATION PROGRAMS. WE KIND OF A CERTIFICATION FAIR.
HOW MANY OF THEM DO WE HAVE HERE? 40 THROUGHOUT THE DISTRICT.
THAT'S ALL THAT SCHOOL HAS WHAT? AND 40, 40, 50, 50.
THOSE ARE BACHELOR DEGREE, UM, STAFF MEMBERS WHO PERHAPS A, A BACHELOR'S REBATE IN THAT CONTENT, ESPECIALLY WITH THE SECONDARY, YOU KNOW MM-HMM.
IS SO HOW SUPPORT THEM, THAT'S JUST WHERE THEY'RE YOU.
SO WE CALL IT THE POWER OF ACADEMY INSTEAD OF JUST TEACHER SUPPORTERS AND ALL THAT.
AND WE'RE HIRING, UM, WE'RE HIRING RETIREES TO WORK FIVE OF TIME'S.
I TIME OF MY DAD BEING SO NO, THEY DON'T WANT, SO MAKE SURE IT'S DIDN'T JUST TALK
SO, SO I'LL REMEMBER
YOU WANNA,
THAT'S WHAT'S ON ENTREPRENEUR COLLEGE.
IS THAT IT'S TWO CLASSES RIGHT? THIS SEMESTER? NEXT SEMESTER'S SCHOOL SEMESTER.
[01:30:03]
THREES GET TO RESIDENCY.I ARE THEY GONNA, UH, THE, THEY, UH, THEY AIN'T NOT GONNA I TO PAY
BUT WE, THEY'RE TRYING TO PAY 500 A MONTH.
IF THEY'RE NOT JUST
SO DIDN'T, WE DIDN'T RE REIMBURSE NONE EDUCATION.
SO I AIN'T TRYING TO STICK YOU IN THE CLASSROOM, BUT I DO KNOW THAT.
WELL, AT ONE TIME THERE WERE WAYS TO MAKE THAT KNOW QUESTION INFORMATION OR SOMETHING DO.
SO I GOT ENTREPRENEURSHIP FOR THE LAST SEPTEMBER, OCTOBER.
UH, I MEAN, I TELL I STRATEGICALLY.
HE HAD HIS FIRST DAY OF DAYCARE TODAY.
HOW OLD IS HE? HE IS, HE WAS BORN JUNE 22ND.
ARE THEY JUST BRING JOY TO US.
WE HAD OUR FIRST TWO GRAND BABIES THIS YEAR.
ARE THEY HERE? THEY'RE HERE IN TEXAS OR? YEAH, MY AND DAUGHTER-IN-LAW LIVE IN.
AND SO, UH, WE GET TO SEE TY PRETTY OFTEN.
THIS MAYBE, UH, MY DAUGHTER AND SON, THEY LIVE IN SOTO, WHICH IS DOWN ON I 35.
THAT'S NOT, BUT YOU KNOW, PRETTY GOOD.
DO YOU, YOU LIVE HERE OR YOU LIVE OUT IN COMMERCE OR NEAR I LIVE IN COMMERCE.
THAT'S WHERE, THAT'S WHERE, UH, MY WIFE IS FROM.
AND IN MY EDUCATION CAREER, WE KIND OF MOVED AROUND SOME, BUT THEN WE SETTLED BACK THERE.
THAT'S AN AWESOME PLACE TO SETTLE.
LET, UH, IMPORTANT FOR HAPPINESS.
THAT'S A, THAT'S KIND, THAT'S A COOL LITTLE SPOT TO KIDS.
YOU KNOW, THERE'S NOT A LOT OF GROWTH GOING ON OUT THERE RIGHT NOW, SO IT STILL FEELS HOME IN A HOMETOWN.
AND, YOU KNOW, YOU DON'T GET, YOU DON'T GO FAR.
YOU KNOW, WHEN YOU GET TO ROY CITY, THEN IT'S LIKE IN THE METRO, YOU'RE IN THE METROPLEX.
SO, UM, WHY DON'T YOU TELL, SAY AGAIN, WHY DIDN'T YOU TELL WHAT THE COLLEGE LIVED THERE? WELL, I WAS, BUT, UM, WE DIDN'T GET TO DO THE INTRODUCTIONS WE DID LAST YEAR, BUT YEAH, ME POOR PRESIDENT HAD OUR UNDERGRADUATE.
DON'T SAY THEY DON'T UP THERE.
IT'S ABOUT 60 MILES FROM EAST ON I 30.
SO WE, WE'VE HAD AN OPPORTUNITY TO GO THROUGH THE, THROUGH THE INSTRUMENT.
NOW LET'S TALK ABOUT WHAT WE'RE GONNA LOOK FOR THIS YEAR AND TALKING ABOUT DOCUMENTING PERFORMANCE AND, UH, RESULTS.
SO WE LOOK FOR THE DATA SOURCES FOR THE SUPERINTENDENT EVALUATION.
ONE OF THE THINGS THAT AS BOARD MEMBERS, WE HAVE TO MAKE SURE THAT WE'RE NOT DOING IS, IS I GO BACK TO THE INFORMED OVERSIGHT, WHICH IS GROUNDED TO ADAPT QUANTITATIVE.
AND, YOU KNOW, ONE OF THE THINGS THAT, UH, AND SO I, I WILL GIVE YOU THE, ONE OF MY FAVORITE SAYINGS, IF I EVER LEARN A NEEDLE POINT, I MIGHT DO THIS ONE FIRST, IS, DO YOU THINK, OR DO YOU KNOW, BECAUSE YOU KNOW, A LOT OF TIMES, DO YOU THINK OR DO YOU KNOW, THAT'S MY 10 TIMES? DO YOU THINK? OR DO YOU KNOW? A LOT OF TIMES WE HAVE PEOPLE THAT WHISPER IN OUR EAR, AND TAMIKA, YOU MENTIONED THIS, SHE SAID, LET'S WHISPER IN OUR EAR AND WE'RE GONNA HAVE A TEACHER THAT TELLS US SOMETHING, OR A PARENT THAT TELLS US SOMETHING, OR A COMMUNITY MEMBER THAT TELLS US SOMETHING
[01:35:01]
AND ALL THAT.SO WE WANNA MAKE SURE THAT WE'RE, WHEN WE'RE EVALUATING OUR ONE EMPLOYEE WITH INFORMED OVERSIGHT, WE WANNA MAKE SURE THAT THE DATA SOURCES MEET THE TESTS OF LOGIC, VALIDITY, RELIABILITY, FAIRNESS, AND LEGALITY.
OKAY? WE'RE NOT EVALUATING THE SUPERINTENDENT ON WHAT WE THINK.
WE'RE EVALUATING IT ON THE EVIDENCE OF WHAT WE KNOW.
SO WE LOOK AT OUR DATA AND WE SAY, IS THE DATA CAUSED BY OR THE RESPONSIBILITY OF THE SUPERINTENDENT? OKAY, WE'RE NOT GONNA EVALUATE THE SUPERINTENDENT ON SOMETHING THAT'S NOT IN THEIR RESPONSIBILITY.
IS A DATA LINK TO STUDENT LEARNING WELFARE OR OTHER NEEDS? IS IT FOCUSED ON MOVING OUR DISTRICT FORWARD? AND AGAIN, WE TALK ABOUT STUDENT LEARNING, WELFARE OR OTHER NEEDS.
YOU CAN'T LEARN UNLESS YOU'RE IN A CLASSROOM THAT IS SAFE AND THAT IS HEALTHY AND IS, AND THE DATA PRIMARY IMPORTANCE IN CONSIDERING THE QUALITY OF THE SUPERINTENDENT'S PERFORMANCE.
SO DOES IT MATTER, DOES THE DATA MATTER? IS IT IMPORTANT? DOES IT MOVE THE DISTRICT FORWARD? SO WE WANNA MAKE SURE, AGAIN, THAT THE EVIDENCE WE HAVE, THEY'RE LOGICAL, IT'S VALID, IT'S RELIABLE, IT'S FAIR, IT'S WITHIN THE REALM OF, OF, UH, LEGALITY.
SO THAT PART UPDATE, I DON'T, YES.
THIS IS A NEW SLIDE THAT I HAVE AND, AND MONA WILL GET THAT OUT TO YOU.
UM, SO IF WE LOOK AT THE MULTIPLE SOURCES OF, OF, UH, UH, DATA FOR SUPERINTENDENT, THERE'S BASICALLY THREE.
THERE'S DOCUMENTATION EVIDENCE THAT'S RECOMMENDED, A SELF-EVALUATION THAT'S RECOMMENDED.
AND THEN THE STUDENT OUTCOME MEASURES, WHICH IS MARK SAID IS REQUIRED.
THE ONLY THING THAT'S REQUIRED BY THE TEXAS EDUCATION CODE, SOME TYPE OF STUDENT PERFORMANCE.
WHEN YOU, WHEN WE TALK ABOUT DOCUMENTATION EVIDENCE, THAT IS THE EVIDENCE THAT DR.
PERRERA IS GOING TO BRING BACK TO THE BOARD, OKAY.
EVIDENCE OF ACHIEVEMENT, WHETHER IT'S THE PRIORITY GOALS, UM, OR THE PERFORMANCE STANDARDS.
SO THE EMPHASIS IS ON, UH, QUALITY VERSUS QUANTITY.
AND IT SHOULD BE WHAT I CALL A NATURAL HARVEST OF DAY TO DAY WORK.
SO THIS ISN'T SOMETHING THAT, UH, LET'S THINK ABOUT THOSE FINALS THAT WE MIGHT HAVE TAKEN IN COLLEGE, WHERE WE PUT TOGETHER THE, UH, NIGHT BEFORE, AND WE TRY TO COLLECT ALL THOSE ASSIGNMENTS THAT WE DID OVER THE LAST FOUR MONTHS.
I HAVE NO IDEA WHAT YOU'RE TALKING ABOUT.
BUT IT'S A NATURAL HARVEST OF THE DAY TO DAY WORK.
AND THEN THE SUPERINTENDENT, BECAUSE DR.
PRAYER MADE A REALLY GOOD POINT, SHOULD IDENTIFY THE STANDARDS STANDARD OR STANDARDS PLURAL, FOR WHICH THE ARTIFACT, THE ARTIFACT PROVIDES THE EVIDENCE.
SO AGAIN, THAT EVIDENCE CAN CROSS OVER INTO, UH, INTO MANY, INTO MANY STANDARDS.
AND THERE'S SOME BENEFITS AND THERE'S ALSO SOME CHALLENGES.
ONE OF THE BENEFITS IT PROVIDES THE SUPERINTENDENT A VOICING THE EVALUATION.
SO SHE HAS THE OPPORTUNITY TO TALK TO IT.
IT PROVIDES THE OPPORTUNITY TO DEMONSTRATE QUALITY WORK.
AND WHY IS THAT IMPORTANT? BECAUSE WE ARE NOT LOOKING OVER HER SHOULDER EVERY SINGLE DAY AND MANAGING HER ON EVERY DAY TO DAY ACTIVITIES INFLUENCE OVERSIGHT.
IT ENCOURAGES THE SUPERINTENDENT TO REFLECT ON WHAT REALLY IS IMPORTANT, AND THEN HOW, HOW THE WORK WAS PERFORMED OVER THE COURSE OF THE YEAR.
IT PROVIDES THE BASIS FOR TWO-WAY COMMUNICATION WITH THE BOARD, A BACK AND FORTH, AS YOU ALL DISCUSS THE EVIDENCE AND THE IMPACT IT HAS.
NOW, THERE ARE SOME CHALLENGES.
SOMETIMES THERE CAN BE SOME, UNLESS THE BOARD IS SPECIFIC, THERE CAN BE UN AND AND AS MARK TALKED ABOUT, THE BOARD COMMUNICATION WITH THE BOARD SUPERINTENDENT IS ESSENTIAL, UNCLEAR EXPECTATIONS.
IT'S, UH, TAMIKA FROM YOUR FRIENDS.
IT CAN BE DIFFICULT IF THEY DIDN'T DO THIS ALONG THE WAY OVER THE COURSE OF THE YEAR.
UM, IT REQUIRES TIME TO REFLECT AND COMPILE.
BUT WHAT I HAVE SEEN IN THE EVIDENCE THAT DR.
PERRERA, BECAUSE OF HER BEST PRACTICES, THIS IS SOMETHING THAT IS A COURSE OF THE WORK, UH, THAT YOU DO.
AND THEN FINALLY IT REQUIRES ON THE BOARD'S PART, IT, IT WILL REQUIRE YOU, AGAIN, WE GO BACK TO OUR PREPARATION, READ EVERYTHING.
IT IT, FOR US TO DO IT JUSTICE, WE HAVE TO MAKE SURE THAT WE HAVE TIME, THAT WE READ IT AND REVIEW IT, AND WE INTERNALIZE IT.
WE HONOR THE WORK THAT THE SUPERINTENDENT HAS, HAS DONE.
SO THE DOCUMENTATION, EVIDENCE, THE EVIDENCE THAT DR.
[01:40:01]
IS A SELF-EVALUATION.AND THIS IS THE NARRATIVE THAT THE SUPERINTENDENT WILL SHARE WITH YOU ON, ON THE YEAR AND ON THE ACHIEVEMENT OF THE STANDARDS AND THE GOALS.
SO THE BENEFITS ARE, IS THE SUPERINTENDENT WILL HAVE AN OPPORTUNITY TO REFLECT ON EACH PERFORMANCE STANDARD AND THE EXPECTATIONS, WHICH I'VE ALREADY SEEN EVIDENCE OF.
IT HELPS THE SUPERINTENDENT ASSESS THEIR AREAS OF STRENGTHS AND THEIR AREAS OF OPPORTUNITIES.
WE ALL HAVE, WE ALL HAVE AREAS TO GROW.
BUT A GOOD SUPERINTENDENT, JUST LIKE ANY GOOD ASSOCIATE, IS GOING TO IDENTIFY THE AREAS THAT, WHERE, WHERE WE NEED TO GROW.
BUT WHAT DO I NEED IN ORDER TO GROW? WHAT RESOURCES DO I NEED IN ORDER TO GROW? IT ALSO WILL GIVE REVEAL AND ALSO ADDRESS IF THERE ARE DISCREPANCIES AND PERCEPTIONS OF PERFORMANCE BETWEEN THE SUPERINTENDENT AND THE BOARD.
OKAY? SO IF A SUPERINTENDENT IS SAYING ONE THING AND THE BOARD IS SAYING ANOTHER THING, THAT SELF-EVALUATION GIVES YOU AN OPPORTUNITY TO TALK THROUGH THAT.
AND THEN FINALLY IT AGAIN, IT FACILITATES THAT DIALOGUE BETWEEN THE BOARD AND THE SUPERINTENDENT WHEN WE TALK ABOUT GOALS AND STRATEGIES.
ONE OF THE THINGS THAT PEOPLE VALUE MOST, YOU SEE ME, DO YOU HEAR ME? AND DOES WHAT I SAY MATTER.
AND A SUPERINTENDENT IS NO DIFFERENT.
DO YOU SEE ME DO I HAVE WORKED 24 7 FOR 187 INSTRUCTIONAL DAYS AND 365 DAYS THROUGHOUT THE YEAR, WE HONOR THAT WORK AND THAT EFFORT SHE'S DONE BY LISTENING AND PROVIDING FEEDBACK.
CAUSE THE WORST THING YOU CAN DO IS, IS WORK HERSELF TO THE BONE.
AND THERE'S NOT AN ACKNOWLEDGEMENT AND A DISCUSSION OF BOTH THE SUCCESSES, BUT ALSO THE OPPORTUNITY AREAS.
THAT'S HOW YOU, THAT'S HOW YOU HONOR, I WANNA SAY SOMETHING UHHUH, THIS PERFORMANCE STANDARDS, EVEN THOUGH THAT WE KNOW THAT THIS IS A SYMBOL MM-HMM.
BUT THE STANDARDS, THIS IS LINKING BACK TO THE ACHIEVEMENT OF THE STANDARDS.
RIGHT? THIS IS SUPPORT, THIS IS, HOW DO YOU KNOW THAT IT'S WORKING? THIS IS, HOW DO YOU KNOW? SO IT'S THE EVIDENCE, WHETHER IT'S, IT'S THE EVIDENCE OR THE SELF-EVALUATION.
AND THAT NARRATIVE IS AN IMPORTANT PART OF THAT TWO-WAY CONVERSATION.
THE CHALLENGES OF IT IS THAT THERE, THE SUPERINTENDENT, YOU HAVE A SUPERINTENDENT'S VERY FORTHRIGHT, AND SHE'LL TELL YOU THE WAY IT IS.
BUT YOU'VE GOTTA HAVE A SUPERINTENDENT WHO'S WILLING TO, TO STEP OUT AND TAKE THAT RISK, WHICH MEANS THEY HAVE A BOARD THAT'S OPEN AND WILLING TO LISTEN.
YOU HAVE TO HAVE THAT TRUST BETWEEN THE BOARD.
THIS IS WHAT I'VE LIKED AND THAT AS I'VE OBSERVED Y'ALL NOW FOR THE FIRST TIME, IS HOW MANY ARE BUILDING TRUST ALONG THE WAY? BECAUSE YOU'RE, YOU HAVE SHARED EXPERIENCES THAT WE'VE TALKED ABOUT IN THESE TEAM OF EIGHT MEETINGS.
YOU'VE HAD SHARED EXPERIENCES OVER THE SUMMER THROUGH CONVOCATION AND WHAT YOU'RE DOING.
AND THAT'S HOW YOU BUILD THAT.
AND THAT'S HOW YOU BUILD THAT TRUST.
HEY, I GOT A REALLY QUICK QUESTION.
THIS IS A LITTLE OFF, OFF TOPIC, BUT I'M JUST KIND OF CURIOUS MM-HMM.
I, AS A BOARD MEMBER, WE SAT DOWN AND WE DID EVERYTHING AND I'M LIKE, I DON'T LIKE IT.
IS THERE ANY RECOURSE? AND I'M ASKING BECAUSE IN THE PAST WE'VE HAD SOME WEIRD CIRCUMSTANCES, LIKE IS THERE AN APPROPRIATE WAY TO GO ABOUT THAT? MM-HMM.
SO WHAT I WOULD SHARE WITH YOU IS, MY ANSWER TO THAT IS HOW I WOULD ANSWER ANYONE WHO TAKES A NO VOTE IN A, IN A, IN A, ON A, IN A BOARD.
AND IT'S THIS, YOU HAVE TO BE ABLE TO ARTICULATE YOUR REASONS WHY.
IF YOU HAVE CONSENSUS OF YOUR BOARD UHHUH, UM, YET YOU'RE THE ONE WHO DOES NOT AGREE, YOU HAVE TO BE ABLE TO ARTICULATE WHY, TO HELP THE BOARD UNDERSTAND YOUR PERSPECTIVE.
REMEMBER WHEN I SAID EVERYONE'S VOICE IS HEARD, RIGHT? AND AT THE END OF THE DAY, YOU MAY NOT AGREE, BUT IF YOU HAVE SUCCINCTLY ARTICULATED WHY YOU DON'T AGREE, AND THE BOARD MAY SAY, YOU KNOW WHAT, BASED ON THE EVIDENCE, WHAT I KNOW, NOT WHAT I THINK OR WHAT I FEEL, BUT WHAT I KNOW, I, I'M MOVING FORWARD WITH THIS EVALUATION.
AND YOU NEED TO BE SURE THAT YOU'RE, YOU HAVE EXPRESSED YEAH.
YOU KNOW, YOU HAVE EXPRESSED THAT DESIRE OR WHAT THAT NEED, YOU KNOW, THAT
[01:45:01]
THOUGHT THAT YOU HAVE.AND I DON'T, I DON'T SEE THAT HAPPENING ANYTIME SOON.
I WAS JUST, NO, AND THAT'S, AND THAT'S A REALLY GOOD QUESTION.
AND, AND YOU KNOW WHAT, SOMETIMES YOU'LL, YOU'LL GET BOARD MEMBERS WHO SAY, WELL, I JUST DON'T AGREE.
WELL, WHY NOT? I JUST DON'T, YOU KNOW, DOES THAT REALLY HONOR THE WORK WITH YOUR COLLEAGUES AND TY, YOU HAVE EXPERIENCE.
AND I THINK SOME OF THE MAJOR ISSUES WITH THAT IS THAT WE, THE GOALS WERE NOT SMART.
IT'S MORE FEEL AND, OH, I LOVE THIS PERSON.
AND YOU KNOW, THEY DID AND WE LOOKED LIKE, WELL, THE METRIC SPECIFIED THIS.
AND HOW YOU GIVE THEM EXCEPTION ON WHEN THEY PROVIDE US EVIDENCE OF THIS.
AND WE'RE GONNA TALK ABOUT EVIDENCE AND, AND THE RIVER HERE IN JUST A MOMENT.
BUT I WILL THROW THIS QUESTION OUT HERE.
WHICH DAY SOURCES DO YOU THINK BEST CAPTURE THE PERFORMANCE OF THE SUPERINTENDENT AND WHY? PERSPECTIVE.
I DEFINITELY GOT A PERSPECTIVE.
SO, UH, EVIDENCE, BUT, UH, NOT QUITE THE EVIDENCE THAT YOU MIGHT THINK.
FROM MY PERSONAL PERSPECTIVE, UHHUH, UH, NOT ALL, ALL OF THE, UM, ALL THE MEASURABLE ITEMS THAT WE TYPICALLY THINK ABOUT OUR SUPERINTENDENT IS ABSOLUTELY FABULOUS, FABULOUS AT, AND HAS DONE A GREAT JOB.
ONE OF THE ITEMS THAT HAS BEEN JUST A RECURRING THING WITH ME, I'M SURE YOU REMEMBER ME SAYING THIS A COUPLE YEARS AGO, IS WE'VE, WE WERE IN DAMAGE CONTROL OH, FOR A WHILE.
SO WE REALLY NEEDED SOMEBODY TO BE THAT PUBLIC FACING PERSON, TO BE PRO PROACTIVE ABOUT IT AND BE VERY DIPLOMATIC AND STRATEGIC ABOUT SOME OF THOSE CONVERSATIONS.
AND THAT'S, TO ME, INVALUABLE.
HOW DO YOU MEASURE THAT THOUGHT? YOU KNOW, HOW DO YOU THOUGHT, UH, ON THE ACADEMIC SIDE, WE'RE GONNA LOOK AT DIFFERENT TYPES OF STATE REPORTS THAT ARE PROVIDED.
ONE BEING THE TEXAS ACADEMIC PERFORMANCE REPORT WILL BE ONE.
UM, OTHER ONE WILL BE WHAT WE JUST RECEIVE, NOT PRELIMINARY DATA.
AND I THINK THAT'S FORMALIZED THROUGH THE, UH, TAPER, IF YOU WILL.
UH, ALSO JUST OTHER VALUABLE TOOLS THAT THEY PUT IN PLACE THAT SHOW STUDENT GROWTH, NOT NECESSARILY ON STAR, BUT IN OTHER AREAS.
WE CAN ALSO EVALUATE THAT THROUGH SCHOLARSHIPS.
TRUE SCHOLARSHIPS WE GOT VERSUS ACADEMIC GRADUATION, ATHLETIC VERSUS, UH, EXTRACURRICULAR.
THE PAST 2000, 2012 ACADEMIC SCHOLARSHIPS WERE LOW.
NOW WE'RE KIND OF EVEN AND OUT.
SO THAT SHOWS THAT WE'RE PUTTING A LOT MORE EMPHASIS ON THE ACADEMIC SIDE AND OUR STUDENTS ARE NOW APPLYING AND ALSO GIVING UP SCHOLARSHIPS.
UM, ALSO CCM R YOU KNOW, SO WHEN I'M LOOKING AT IT, I'M LOOKING AT THOSE DIFFERENT MEASUREMENTS THERE.
OR HOW MUCH ARE WE LOOKING AT THE, UH, TEXAS, UH, WHAT IS IT, 360 UHHUH? YEAH.
YOU KNOW, LOOKING AT THE STATE AND THEN LOOKING AT US AS A DISTRICT, HOW ARE WE GETTING CLOSE TO THAT MEASURE? ARE WE CARRYING THE STATE BECAUSE OUR NUMBERS ARE UP? HERE'S ARE WE NOT.
SO ACADEMIC PERSPECTIVE THERE.
I THINK FROM A FINANCIAL SIDE, AND OUR FIRST RATINGS WILL BE OUR FIRST RATING, OUR TA OUR AUDIENCE AS WELL.
A BUNCH OF ARTISTS AND THOSE COMING BACK WHERE THEY NEED TO.
UM, AND THEY'RE JUST A LOT OF DIFFERENT THINGS.
BUT WHEN I LOOK AT, AT HER ROLE, CAUSE IT ENCAPSULATES SO MUCH, UH, ATTENDANCE, PARENT PARTICIPATION, UH, YOU KNOW, SO, BUT AGAIN, I GOTTA BRING THOSE BACK DOWN IN JUST A FEW
ALL OF MY, LIKE WE WE'RE, WE'RE A
I'M TRYING TOLINE MEETING
I THOUGHT WANNA TO SAY HE COVERED JUST ABOUT EVERYTHING.
YOU FEELING WHAT YOU THINKING SEE'S? IN MY HEART, HES COVERING JUST ABOUT EVERYTHING.
BUT NUMBER ONE, TO ME, FIRST WE GOTTA HAVE THAT TRUST AND WHAT WE'RE HERE, WHAT WE SEE EVERY MONTH.
AND THEN WE LOOK AT, CAUSE I, I MEAN I'M STILL GOING BACK TO THIS.
I CAN DO A CHECKOFF LIST OF THE DATA THAT'S BEING PROVIDED.
THAT'S OUR MAIN STABILITY TO FUNCTION.
WE MAKE THE BEST CHOICE IS WHEN WE VOTE ON THINGS IS GOING TO IMPACT THE CLASSROOM.
AND THAT'S THE DATA THAT'S PRESENTED TO US EVERY MONTH.
YES, THE ACADEMIC EXCELLENT INDICATOR COVERS IT ALL OUR STAFFING, OUR TEACHERS, THE CLASSROOM AND THE STAFF IS OUR PAYROLL BALANCED OUT.
UH, SO ALL OF THAT IS COMPOSED TO ME OF WHAT DATA DO I USE? THAT'S RIGHT.
DO I TRUST WHAT I HEAR AND WHAT I SEE.
THAT'S A GREAT POINT TO GET TO THAT POINT.
YOU SEE HOW I CUT THAT ONE OFF? SYSTEMS,
[01:50:01]
SYSTEMS, SYSTEMS IN PLACE LOOKING FOR PLCS, LOOKING FOR, UM, INSTRUCTIONAL STRATEGY, LOOKING AT THE CURRICULUM, YOU KNOW, THE THINGS THAT DR.PER IS BRINGING TO Y'ALL AS EVIDENCE OF, OF, UH, THE PERFORMANCE STANDARD THAT'S BEING ACCOMPLISHED.
SO THERE'S A MYRIAD OF, OF DATA POINTS.
PER WILL HELP YOU DO WHEN SHE IDENTIFIES THE EVIDENCE THAT SUPPORTS THE PERFORMANCE STANDARD WILL HELP, WILL HELP YOU AS THE US AS A BOARD TO NARROW AND FOCUS ON WHAT, ON WHAT THE KEY LEVERAGE POINTS ARE THAT ARE GONNA DRIVE CT IN EACH ONE OF US.
AND UM, YOU KNOW WHAT TODD? WE COULD, I WOULD'VE JUST SAID WHAT HE SAID.
SO LET'S LOOK AT THE, UH, WE'RE GONNA LOOK AT THE RUBRIC HERE.
AND SO KENDALL, THIS IS GOING BACK TO WHAT, WHAT YOU WERE TALKING ABOUT AND WHAT I LOVE ABOUT THIS RUBRIC, Y'ALL, IS A LOT OF TIMES BOARDS WILL HAVE A 1, 2, 3, 4, 5 RATING SYSTEM.
MY TWO, MAYBE MARK FOUR AND I DON'T KNOW WHY.
OKAY? YEAR FIVE MAY BE MY ONE.
AND WHAT THIS RUBRIC DOES IS IT CONNECTS BACK TO THE PERFORMANCE STANDARD.
I'M GONNA SHOW YOU SOME OF THE STRENGTHS OF IT IN, IN, IN JUST A MOMENT.
BUT EFFECTIVE, AND THIS IS WHERE WE REALLY NEED TO LOOK EFFECTIVE, IT MIRRORS THE LANGUAGE, IS A STRATEGIC LEADERSHIP.
NUMBER ONE, EFFECTIVE MIRRORS THE LANGUAGE OF THE PERFORMANCE STANDARD.
IF YOU'RE MEETING THE PERFORMANCE STANDARD, THAT IS EFFECTIVE PERFORMANCE.
OKAY, LET'S, LET'S LOOK AT THESE.
AND THEY, AND THEY BUILD, SO IT'S A CONTINUUM.
AND, AND SOME PEOPLE SAY, I DON'T LIKE THIS CUZ IT SEEMED REVERSED.
BUT YOU'LL SEE IN A MOMENT WHY IT MAKES SENSE FROM INEFFECTIVE TO HIGHLY EFFECTIVE.
OKAY? SO IF YOU LOOK AT THE TERMS THAT ARE USED, AS YOU LOOK AT THE SUPERINTENDENT CONSISTENTLY MEETS THE STANDARD.
THIS IS A SUPERINTENDENT THAT IS A HIGH PERFORMING SUPERINTENDENT, HIGHLY EFFECTIVE.
THEY CONSISTENTLY AND, UH, MEET IT BUT CONSIDERABLY SURPASS.
THIS IS YOUR SUPERINTENDENT THROUGH THE EVIDENCE THAT YOU SEE THAT IS, THAT IS GROWING, UH, UH, THAT PERFORMANCE STANDARD.
OKAY? AND THOSE ARE THE, THESE DOWN HERE ARE THE DESCRIPTORS APPROACHING INCONSISTENT.
YOU'LL FIND YOUR FIRST YEAR, FIRST YEAR, FIRST TIME SUPERINTENDENTS, AND ONE TO THREE YEARS ARE GONNA BE HERE AND INE INEFFECTIVE AS THOSE SUPERINTENDENTS THAT ARE JUST NOT RIGHT FOR THE ROLE.
OKAY? I TRIED TO MAKE THAT REALLY NICE MM-HMM.
AND THEN WHERE YOU START IS THAT YOU COLLECT THE EVIDENCE THROUGHOUT THE YEAR BECAUSE THE RATING IS BASED UPON THE PREPONDERANCE, THE AMOUNT OF EVIDENCE THAT YOU HAVE.
SO GOING BACK TO WHAT YOU WERE SAYING, OKAY, SO EFFECTIVE IS THE, IS IS EXPECTED.
AND IN ADDITION TO MEETING THE REQUIREMENTS, THE SUPERINTENDENT TAKES IT BEYOND IN CONCERT WITH THE BOARD.
WHAT I WANTED TO SHOW YOU HERE IS THAT THERE ARE SIMILAR KEYWORDS ACROSS ALL OF THE RUBRICS.
SO YOU CAN SAY EFFECTIVE, AGAIN, MEASURE MIRRORS THAT PERFORMANCE STANDARD HIGHLY EFFECTIVE IS THAT THE SUPERINTENDENT ESTABLISHES.
YOU'LL SEE WORDS LIKE HIGHLY PRODUCTIVE IN APPROACHING THE SUPERINTENDENT MAY HAVE FLASHES OF, I WILL CALL IT FLASHINGS OF BRILLIANCE, BUT IT'S INCONSISTENT.
THERE'S PEAKS AND VALLEYS AND THEN INEFFECTIVE.
AND YOU'LL SEE THE WORDS THAT THE SUPERINTENDENT FAILS TO.
SO NOW YOU HAVE THE DESS, AND THERE THERE WILL BE A POINT ASSIGNMENT.
AND WE'RE GONNA COME BACK IN THE SPRING WITH PRESIDENT HAMILTON WHO WILL GO THROUGH THIS WITH YOU, THE RUBRIC AND GRADING IT.
BUT FOUR POINTS, THREE POINTS, TWO POINTS, AND ONE POINT.
NOW YOU HAVE SOMETHING THAT YOU CAN CONNECT TO AND WHERE YOU START, AND THIS IS WHAT I LOVE ABOUT THIS PROCESS, UM, IS YOU START HERE AT EFFECTIVE AND THE, AND THE EVIDENCE, THE AMOUNT OF EVIDENCE TAKES YOU EITHER TO THE LEFT AND HIGHLY EFFECTIVE OR IT TAKES YOU DOWN TO APPROACHING.
OKAY, IT'S ALL EVIDENCE BASED.
IT'S, DO YOU THINK OR DO YOU KNOW? AND IT'S ALL EVIDENCE BASED BASED ON THOSE PERFORMANCE INDICATORS THAT YOU IDENTIFIED THE OF THE YEAR.
IT'S SUCH A ROBUST TOOL AND YOU STARTED WITH YOUR MISSION TO YOUR GOALS AND IT GOES FROM THERE.
OKAY? I KNOW THAT, UH, LET ME BACK UP HERE.
THIS IS ONE OF THOSE THINGS Y'ALL THAT YOU ARE GOING TO HAVE TO READ, REREAD, AND REREAD AGAIN TONIGHT, WAS TO GIVE YOU AN OVERVIEW OF IT, YOUR FIRST START.
SO THAT'S, THAT'S THE FIRST TIME AND YOU HAVE NINE TIMES MORE TO GO OVER IT TO REALLY INTERNALIZE THAT.
AND AGAIN, UM, PRESIDENT HAMILTON WILL TAKE YOU THROUGH THAT IN THE SPRING.
LET'S TALK, UH, QUICKLY ABOUT THE FORMATIVE AND SUMMATIVE ASSESSMENTS.
[01:55:01]
YOU HAVE TO HAVE AN ASSESSMENT CALENDAR.YOU HAVE YOUR FORMATIVE ASSESSMENTS.
THOSE ARE BASICALLY DR PER PERS ALREADY GIVING YOU YOUR SCHEDULE.
THE CHECK IN CONFERENCES THROUGHOUT THE YEAR.
BUT THAT'S, THAT'S A, THAT'S A GOOD, THAT'S A BEST PRACTICE.
THAT'S WHY I LIKE MUST BE PRACTICE.
IF ALIGNMENT ISN'T ALIGNMENT, IT'S ALIGNED WITH OUR ADMINISTRATORS AND OUR TEACHERS.
SO YOU'RE CHECKING CONFERENCES THROUGHOUT THE YEAR.
YOUR SUMMIT OF ASSESSMENT IS THE END OF THE CONTRACT YEAR EVALUATION.
ANY POINT DURING THE YEAR, THERE'S EVIDENCE OF EACH PERFORMANCE STANDARD AND FEEDBACK TO THE SUPERINTENDENT IS ESSENTIAL.
REMEMBER WHEN WE TALK ABOUT OUR LIGHT BULB, YOU KNOW, IS THE LIGHT BRIGHT ENOUGH? THAT'S THE OPPORTUNITIES TO TALK BASED ON EVIDENCE AND PERFORMANCE.
NOT, I SAW YOU DO THIS, THIS, AND THIS, OR WHY DIDN'T YOU DO THIS, THIS, AND THIS.
IT'S BASED ON THE EVIDENCE THAT'S PRESENTED.
SO THE FEEDBACK, THE CONVERSATION, JUST LIKE A SUMMATIVE EVALUATION IS ESSENTIAL.
KEY THING WE DON'T RATE IN A FORMATIVE.
A FORMATIVE IS JUST THAT IT IS A FORMATIVE, NOT AN END OF THE YEAR.
AND THEN IN YOUR SUMMATIVE, IT COMES AT THE END OF THE EVALUATION CYCLE.
THAT'S YOUR JUNE, YOU, YOU EVALUATE STUDENT ACADEMIC PERFORMANCE PRIORITY GOALS AND YOUR PERFORMANCE STANDARDS.
OKAY? THAT'S WHEN YOU GET THE RATING.
YOU DO ONE RATING AT THE END OF THE YEAR AND THAT'S YOUR SUMMATIVE ASSESSMENT.
I ALWAYS HAD A HARD TIME FIGURING OUT WHAT A FORM.
IT TOOK ME FOREVER TO FIGURE OUT WHAT A FORMATIVE AND A SUMMATIVE WAS.
I THAT JUST, CAN I GIVE YOU A KEY? YEAH.
SO WHERE WERE YOU 14 YEARS AGO? ACTUALLY WAS IN HOUSTON, IN TEXAS.
SO SUMMARY AND NEXT STEPS AND PRESIDENT HAMILTON, THIS IS WHERE YOU'LL COME IN AND, AND WORK WITH THE BOARD.
YOU'LL ESTABLISH THE ANNUAL ASSESSMENT CALENDAR, THE DR.
PERERAS POINT, THE FORMATIVE ASSESSMENTS OF THE SUMMATIVE, AND THEN CREATE A TIMELINE FOR THE SUMMATIVE EVALUATION.
AND THAT WILL HAPPEN IN THE SPRING WHERE YOU HAVE YOUR EVALUATION INSTRUMENT, THE SUPERINTENDENT'S EVIDENCE REPORT TO THE BOARD, AND THE TIMING FOR THE BOARD'S CONSIST COMMENTS AND CONDUCT THE SUMMATIVE EVALUATION.
MAY I JUST GIVE ONE MORE COMMENT ABOUT THE TIMELINE? THE REASON, THE REASON THAT IT'S CHOSEN MM-HMM.
SO THERE ARE THINGS THAT NEED TO TWEAK, CHANGE, WHATEVER.
I KNOW THAT WE NEED TO HAVE RESOURCES AVAILABLE GOING INTO THE TO, UM, OCTOBER ONE.
UM, SOMETIME IN FEBRUARY, BUT YOU KNOW, NO LATER IN THE MARCH ONE I'LL SAY THAT.
CAUSE YOU KNOW, WHEN YOU COME BACK ON THE HOLIDAYS, REALLY HARD TO GET THAT JANUARY.
NOT MUCH HAPPEN BETWEEN NOVEMBER AND FEBRUARY ONE.
UM, BUT THEN THE OTHER ONE IS JUNE, FEBRUARY ONE, AND JUNE, LET'S JUST SAY MARCH.
YOU'RE NOT GONNA BE ABLE, I MEAN, WHEN WE COME BACK, WE MIGHT HAVE 10 SNOW DAYS.
I ALWAYS TRY TO GIVE THAT BUFFER OF A WHOLE MONTH SO MUCH.
SO ANYWHERE FROM FEBRUARY 1ST, I WOULD SAY WHATEVER OUR FEBRUARY DATE.
CAUSE THAT'S WHEN YOU ALL COME TOGETHER, RIGHT? MM-HMM.
FEBRUARY, NOT MARCH, BUT BY MARCH WHEN YOU MEET MONDAY, FOURTH THURSDAY.
SO WHATEVER THAT FOURTH THURSDAY IS IN FEBRUARY.
AGAIN, FOLLOW WITH OUR ADMINISTRATOR, OUR TEACHERS, EVERYONE IS ON THAT.
SO, UM, I I WILL CON I WILL CONCLUDE.
UM, I'LL ASK FOR EITHER, YOU CAN EITHER GIVE ME A REFLECTION AND NOT EVERYBODY HAS TO DO THIS, A REFLECTION OR A ONE WORD.
PERRERA, IF YOU WOULD MAKE SOME CLOSING COMMENTS AND, UM, PRESIDENT HAMILTON OR MR. JONES, IF YOU WANT TO MAKE CONCLUDING COMMENTS ON BEHALF OF THE BOARD.
SO WOULD ANYBODY LIKE TO SHARE A PER THEIR PERSONAL REFLECTION OR ONE WORD FORM? OKAY.
ANYTHING TO ADD ABOUT THAT? IT BRINGS A LOT INTO PERSPECTIVE.
UM, AND WHERE QUESTIONS AND CONCERNS WILL BE DELEGATED.
[02:00:01]
AND WHERE ANSWERS SHOULD COME FROM.ALSO, UM, OVERALL, I MEAN, ALL DUE RESPECT, SUPERINTENDENT, YOU KNOW, WITH HER EVALUATION AGAINST, COULD YOU SAY AN OVERVIEW OF HOW TO, I GUESS FROM A DIFFERENT PERSPECTIVE, FROM ME READING AND IT'S BEING SAID OUT LOUD, AND THEN LISTENING TO EVERYONE'S COMMENTS ON HOW TO BETTER REVIEW THE EVALUATION.
SO, UH, LAST YEAR, THE YEAR, THE YEAR BEFORE LAST, YOU ASKED US THE END WITH, WITH A SINGLE WORD.
AND I THINK LAST YEAR I SAID HOPEFUL CAUSE OF KIND OF WHERE WE CAME FROM AND WHERE I FELT LIKE WE WERE HEADED.
IN YOUR PERSONAL OPINION, WHAT HAVE YOU SEEN? HAVE YOU SEEN, HAVE YOU NOTICED THE GROWTH IN THE BOARD? AND I'M ASKING, BECAUSE YOU CAME HERE ONE TIME AND THERE WERE ONLY FOUR BOARD MEMBERS.
TODAY YOU'RE HERE AND THERE ARE SEVEN MM-HMM.
LAST TIME YOU TIME SHE WAS HERE.
OH, THE FIRST TIME IT WAS FOUR FOUR.
I THINK HE WAS TRYING TO DEFLATE FROM YOU ASKING HIM A QUESTION DIRECTLY.
OH, BELIEVE ME, I'M THE MOTHER OF ALL BOYS.
THAT IS A GREAT, THAT IS A GREAT QUESTION, KENDALL, BECAUSE MY FIRST WORD WAS GROWTH.
I MEAN, I HAVE SEEN TREMENDOUS GROWTH IN THIS BOARD.
AND, YOU KNOW, LANCASTER HAS, AND LANCASTER, NOT LANCASTER, LANCASTER HAS ALWAYS BEEN A LIGHTHOUSE DISTRICT.
I MEAN, YOU, THERE, THERE ARE A FEW BOARDS THAT YOU WOULD, UM, IN DISTRICTS THAT YOU WOULD SAY, SAY THEIR NAME AT TASB.
AND PEOPLE WOULD GO, OH, YOU KNOW, YOU SAY, OH YEAH, I'M TY JONES AND PEOPLE, AND WE'RE LANCASTER.
AND GO, OH, THERE'S JUST A FEW THAT WOULD DO THAT.
IS THAT A GOOD THING? IT'S A GOOD THING.
OH NO, IT WAS, IT WAS BORN OUT OF RESPECT.
IT WAS DEFINITELY OUT BORN OUTTA RESPECT.
SO WHAT I AM SEEING, AND, AND I'M TRYING TO CAPTURE THE ONE WORD AND I'M DOING A TERRIBLE JOB OF IT.
BUT, BUT I'M SEEING YOU ALL AS A, AS A TEAM OF EIGHT, UM, RE RECLAIM THAT, UM, THAT YOUR PLACE IN THE STATE, AND BECAUSE YOU STARTED OFF, YOU HAD THE TI GRANT INCREDIBLE, UH, STEM, YOU KIND OF, YOU LED THE WAY FOR THIS.
NOW YOU'RE LEADING THE WAY FOR BEST PRACTICES AS A BOARD BECAUSE YOU'VE INVESTED THE TIME AND THE OTHER WORK GROWTH AND COMMITMENT.
I AM SEEING KENDALL A HUGE COMMITMENT TONIGHT VERSUS THAT VERY FIRST TIME I WALKED IN HERE.
YOU GUYS WERE COMMITTED, BUT YOU DIDN'T HAVE THAT TEAM.
AND IT'S, IT'S JUST, IT'S AMAZING.
I APPRECIATE YOU ASKING FOR SHARING.
SO WHAT'S YOUR ONE WORD? UH, I GOTTA KNOW IT.
AND CAN YOU JUST SHARE WITH ME WHY YOU'RE STILL REFLECTING ON THAT ONE? UM, SO ACTUALLY I COULD, I COULD PROBABLY CHANGE IT AND JUST SAY POSITIVE.
BECAUSE, UH, BEFORE I WAS JUST KIND OF HOPEFUL AND OPTIMISTIC WATCHING THE THINGS THAT I THINK I SAW COMING.
AND I THINK SINCE WE'VE BEEN HERE, WE, WE'VE, WE'VE SEEN SOME POSITIVE MOVEMENT, SOME VERY POSITIVE INPUT, COMMENT FROM OUR NEWCOMERS.
PLENTY OF WISDOM FROM OUR, FROM OUR SEASONED BOARD MEMBERS.
OTHERS THERE? I, I WAS GONNA USE THE WORD COMPLEX AND I, AND I WOULD USE HOPEFUL AS WELL.
COMPLEX, UH, BECAUSE I AM NEW AHEAD, IT, IT SEEMS LIKE A LOT OF INFORMATION.
UM, AND SO I'M KIND OF DRAWING IN FROM SOME, SOME OF THE SEASONED, I DON'T MEAN THAT IN A BAD, SEASONED INDIVIDUALS, YOU KNOW, TO GET A BETTER UNDERSTANDING OF THE PROCESS.
SO IT, IT IS A LOT OF INFORMATION.
HE'S MY STUDY STUDY BUDDY, BY THE WAY, BUDDY.
THERE WOULD ONLY HAVE TO BE ONE OF YOU.
IT'S BECAUSE, YOU KNOW, UNTIL WE GET, UNTIL YOU COME AND SEVEN BOARD MEMBERS AND THE SUPERINTENDENT THAT, THAT, THAT I'M GOING GET SORRY TO KEEP YOU PRAYER FOR PRAYER.
I'M PRAYING THAT WE CAN COME IN HERE AND OUR BOARD MEMBERS ARE HERE THAT KNOW'S RELAX AND MI MY WORD WOULD BE STEADFAST.
[02:05:03]
YOU WANNA SHARE THAT? UH, JUST TO SAY THAT I THINK, YOU KNOW, FAR AS THE BOARD, THIS IS DEFINITELY A COMMITMENT AND THERE'S THE, THERE'S LOYALTY IN WHAT WE DO AS BOARD MEMBERS, AND WE HAVE TO SAY STEADFAST AND UNWAVERING IN WHAT WE DO AND REMEMBER WHY WE DO WHAT WE DO.SO MY WORD WILL BE, UH, ALIGNED AND I GO BACK TO OUR MISSION STATEMENT AND THEN DRIVEN DOWN FROM THERE.
RE'S LEADERSHIP IS THEN GOING DOWN INTO THE CAMPUSES AND THEY'RE THEN EMBRACING, UH, THE MISSION, UM, AND THE WORK THAT WE HAVE TO GET DONE.
YOU FEELING POSITIVE? OH YEAH.
THAT'S, THAT'S A GREAT AFFIRMATION BECAUSE A LOT OF TIMES YOU GET PAST THAT DECADE AND PEOPLE START TO FEEL WEARY.
AND WHEN YOU FEEL WEARY, THAT'S WHEN YOU SAY, I CAN'T DO THIS ANYMORE.
I I'M SEEING A LOT OF ENERGY AND, AND EXCITEMENT, WHICH IS GOOD.
UM, THAT'S, THAT WAS HIS, UM, CONDITIONER.
WELL, YOU'VE ALWAYS SHARED YOUR ONE WORD WITH US, YOU KNOW, AND YOU WANT, BECAUSE YOU HAVE THIS PERSPECTIVE, THIS, UM, I GUESS THIS TIME I WOULD SAY, UM, I CAN SEE THE BOARD BEING MORE ENGAGED, UM, BEFORE EVERYONE THEY, I GUESS GET THEIR OWN PERSPECTIVE, BUT LIKE, COMING IN AS TEAM PLAYERS, AS A TEAM, I LIKE THAT.
I, I'M GONNA, SO I'M GONNA SAY NOW, WITH THE GOALS THAT WE HAVE AND A TOOL AND INSTRUMENT, FOR ME THERE'S CLARITY.
UM, AND NOT THAT IT WAS UNFOCUSED, IT JUST, NOW I KNOW WHAT EXACTLY THE BOARD ITSELF AND THE TOOL WE'RE USING.
I HAVEN'T HAD THAT FOR THE LAST YEAR.
SO THAT CLARITY PIECE FOR ME, YOU KNOW, ALLOWS ME TO CONTINUE TO CARRY ON WITH THE, WITH THE MISSION AND VISION.
UM, AND OBVIOUSLY KNOW THAT I NEED PEOPLE WHO ARE MULTI-SKILLED.
CAUSE WE, IN A SMALLER DISTRICT, YOU CAN'T WEAR IT JUST ONE HAND.
YOU'RE OVER FINANCE, YOU'RE NOT JUST, YOU BE OPERATIONS AS WELL.
WHEREAS IN HOUSTON, I HAD ONE PERSON FOR, TO DO THOSE THINGS, BUT ALSO ALLOWS ME, UM, TO CONTINUES TO BE AMBITIOUS AND COMMITTED TO THAT MISSION IS, IS NO
I THINK I NEED A, UM, CLA UH, PIGGYBACK ON WHAT DR.
IT IS VERY IMPORTANT THAT I DO SO BECAUSE SHE SPOKE WITH CLARITY, AND CLARITY IS VERY IMPORTANT.
SO I WOULD LIKE TO LAY AND GROUNDS RULES RIGHT NOW, DR.
PERRERA, WHEN IT COME TO CLARITY, IS REALLY UNDERSTOOD THAT YOU'RE CONFUSED ABOUT WHAT JERSEY YOU GOT ON AND YOU SHOULD BE PUTTING ON THE
NO, DON'T, NO, DO NOT COME IN.
I'M JUST, WE'RE SUPPOSED TO BE A, SHE'S TEXAS WAS SUPPOSED TO BE A SHE'S IN, SHE THAT'RE SHE HAS ON THAT
I WAS ONE OF MAYBE RIGHT BEFORE WE GO FORWARD, MADAM PRESIDENT, DO YOU HAVE ANYTHING YOU'D LIKE TO SHARE BEFORE WE CLOSE OUT? NO, I JUST WOULD LIKE TO SAY THANK YOU FOR EVERYONE THAT COMING, UH, FOR THEY CAME TONIGHT AND THANK YOU ALL SO MUCH THAT THE FACILITATORS WELL, AND I WAS GONNA SAY, MARK, YOU GOTTA SHARE YOUR ONE WORD.
UM, I, I, MY WORD IS ENCOURAGED BECAUSE I FEEL, UH, I FEEL LIKE THERE'S ENCOURAGMENT IN THE ROOM.
YOU KNOW, I FEEL LIKE YOU'RE ENCOURAGED TO MOVE FORWARD AND LET'S, YOU KNOW, YOU, YOU'VE LEARNED FROM THE PAST AND, AND YOU'RE, UH, MOVING FORWARD.
RIGHT BEFORE WE CLOSE OUT, I THINK MADAM PRESIDENT, YOU, MYSELF, AND SECRETARY MARS ARE ON THE SUPERINTENDENT EVALUATIONS COMMITTEE.
WE NEED TO GET A DATE ON THE CALENDAR TO, UH,
[02:10:01]
CONSTRUCT THIS NEW TOOL AND, UH, DR.PERRERA AS WELL TO KIND OF PUT THOSE INDICATORS ON THAT TOOL FOR US.
PERRERA ASK YOU TO KIND OF SHARE YOUR, UH, ENTRY PLAN, SO A NEW TRUSTEE, EVERYONE, SO, SO THEY CAN SEE THAT.
AND, UH, NEXT, NEXT ACTION ITEM IS TO PUT THE EVALUATION FOR THE PREVIOUS 14 MONTHS ON THE, ON THE AGENDA SOONER THAN LATER.
I'VE ASKED MONA TO CHECK WITH DR.
PER FOR SOME DATES, AS WELL AS CHECK WITH BOARD MEMBERS ON THEIR AVAILABILITY.
BUT WITH THAT BEING SAID, NEXT THING ON OUR AGENDA IS ADJOURNMENT.
WE ARE SO ADJOURNED AT 8:20 PM.